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INDEX

TO THE

EXECUTIVE DOCUMENTS

OK THE

HOUSE OF REPRESENTATIYES

FOR THE

SECOND SESSION OF THE FORTY-FIFTH CONGRESS,

1877-^78.

IN aa VOLUMES.

VOLUME IX.— Report of the Commissioner of Education (No. 1, Pt. 5, Vol 2).

\V ASUINOTON:

C i I » V 10 U N U E M' P U I N T I N G ( > K M ( J K .

1878.

^ LIBRARY

I OF THE

LEUND STANFORD JUNIOR
l^ UNIVERSITY.

JZC27

INDEX TO HOUSE EXECUTIVE DOCUMENTS.

CONTENTS OF THE VOLUMES.

Vol. 1
Vou 2.
Vol.
Vol.
Vol.
Vol. 6
Vol. 7

3.
4.

Vol. 8.
Vol. 9.
Vol. 10.

Vol. 11-

. FOREIGN RELATTOXS : Xo. 1, pt 1.
.WAR: No. 1, pta, v.l.

ENGI1IEEB8: No. 1, pt. 3, Y. 2, pt 1.
EXGINEBBS : No. 1. pt 2, ▼. 2, pt 2.
Obdnakcb : No. 1, pt 2, V. 3.
Signal Office : No. 1, pt 2, v. 4.
NAVY AND POSTMASTER: No. 1,

parte 3 and 4.
. INTERIOR : No. 1, pt 5, v. 1.

Education : Na 1, pt 5. r. 2.
.'So. 1, parts 6. 7, 8, and Non. 7 to 33. lo-
ci naive.
REPORT OF THE SECRETARY OF
TREASURY: No. 2.

Vol. 12.

Vol. 13.

Vol. 14.

Vol. 15.

Vol. 16.

Vol. 17.

Vol. 18.

Vol. 19.

Vou 20.

Vou 21.

Vou 28.

..Nos. 3 and 4.
..Nofl.5, 0, 61, and73.

.Nob. 34 to 72, except Nos. 34, 39, 51. and 61.
.No8.35aud39.
No. 51.
.Nos. 74 to 101, Inclasive, except Nos. 89

and 90.
.No. 89, FiBiiBRT Awards, t. 1.
.No. 89, FisHRKT Awards, t.2.
.No. 89, FistiRRT Awards, t. 3.

.No. 90, COMlfERCB AND NAVIGATION.
.No. 108, COMMKRCIAL RELATIONS.

INDEX TO THE DOCUMENTS.

Subject.

Volume. I No. Part.

Adjutant-General, report of the freedmen^s branch of office of..
Agricultare, message of the President, transmitting a special

report on forestry by the Commissioner of

Appointment of cadets by the President, letter from the Attor-
ney-General, in response to a resolation of the House in re-
gard to

Appropriations, letter from the Secretary of the Treasury,

transmitting estimates of

Appropriations, deficiency in, for the Army, letter from the

Secretary of War, transmitting estimates

for

deficiency in, for 1876 and prior years, letter
from Secretary of Treasury, transmitting

estimates for

estimates of, for payment of claims due prior
to July 1, 1875, letter from the Secretary of

the Treasury, transmitting

Arid regions of the United States, report of Msy. J. W. Powell

Arizona, military roads in, letter from the Secretary of War

in relation thereto

Arkansas River, report of Chief of Engineers upon the neces-
sity of the improvement of

Arms, George R., letter from the Secretary of War, transmit-
ting report of Adjutant-General in the case of

Army appropriations, for certain deficiencies in

Anny,report of the General of the (vol. 1)

supplemental report of the (voL 1)

report of the Judge- Advocate-General of the (vol. 1) .. .

report of the Quartermaster-General of the (vol. 1)

rex>ort of the Commissary-General of the Subsistence of

the (vol. 1)

report of the Surgeon-General of the (vol. 1)

report of the Paymaster*General of the (vol. 1)

10
13
10
10

14 i 45

27
73
21
22

2 1^2

10 [ 24

14 j 70

13 I 5

INDEX.

Subject.

Army, report of the Chief of EngiDeers of the (being vol. 2,

parts 1 and 2)

report of the Chief of Ordnance of the (being vol. 3)..
report of the Chief Signal Officer of the (lieing vol. 4).. .
letter from the Secretary of War, transmitting esti-
mates of appropriations for certain deficiencies in ap-
propriations for the

letter from the Secretary of War, showing the distribu-
tion of United States troops

Attorney- General, annoal report of the

letter from the, in response to a resolution of
the House in reference to the appointment
of cadets to the Naval and Military Acad-
emies, by the President

letter from the, in response to a resolution
of the House in relation to suits against

the Kansas Pacific Railroad

letter from the, in response to a resolution
of the House, transmitting a list of par-
dons by the President between March 4,

, 1877, and May 20. 187d

Award of the Fishery Commission, aocumeuts and proceed-
ings of the Halifax (3 vols.)

Sarracks, letter from the Secretary of War, recommending ap-
propriations for new, at Fort Monroe, Va

Bath, Me., letter from the Secretary of War, transmitting re-
port of engineer upon the improvement of the '*guf oppo-
site , ,

Blackwater River, in Virginia, letter from the Secretary of War,
transmitting report of engineer upon the improvement of.. .

Board of Health of District of Columbia, annual report of

Board of Visitors of Military Academy, report of (vol. 1)

Board of Visitors of the Government Hospital for the Insane,
report of (vol. 1)

Board of Commissioners of the Soldiers' Home, report of (vol. 1)

Bonds, letter from the Secretary of the Treasury, in response to
a resolution of the House, in reference to the sale of United
States, for outstanding legal-tender notes

Bridge, letter from the Secretary of War, transmitting report
of engineer upon bridgiug the Saginaw River at East Sagi-
naw, Slich

Bureau of Statistics, annual report of Chief of, on the com-
merce and navigation of the Uni ted States

Volume.

No.

Part.

3 and 4

14 70

17 ! 100

18, 19, 20 89

14 43

14 56

14 m

14 57
21 90

1.2

Cadets, letter from the Attorney-General, in response to a reso-
lution of the House, in reference to the appointment of, to

the Naval and Military Academies, by the President

Canal, Dismal Swamp, letter from the Secretary of the Treas-
ury in reference to the interest of the government in.,
ship. Sturgeon Bay and Lake Michigan, letter from the
Secretary of War, transmitting the report of engineer

on the improvements of ,

Certificate of citizenship, to seamen during year ending Decem-
ber 31, 1877, letter from the Secretary of State, transmitting
an abstract of returns made by collectors of customs of the

number of seamen who had received

Chickahominy River, report of the engineer upon the improve-
ment of ,

Chief of Bureau of Statistics, annual report of, on the com-
merce and navigation of the United States ,

Chief of Ordnance, annual report of the (vol. 3)

Cincinnati, harbor of, report of the engineer concorning the
best method of protecting, from ice ,

14 I 70
10 19

14 44

21
5|

90
1

14 41

INDEX.

Subject.

Volume.

Claims, letter from the Secretary of the Treasury, transmitting

list of, allowed under act of July 4, 1864

letter from the Secretary of the Treasury, transmitting
an estimate of appropriations for payment of, origi-
nating prior to July 1, 1875, under section 3687 and

3689 Revised Statutes

Clerks in the War Department, letter from the Secretary of

War, transmitting a list of

Coast Sarvey, annual report of Superintendent

Columbia Hospital for Women and Lying-in Asylum, annual

report of (vol. 1)

Columbia Institution for the Deaf and Dumb, annual report of

(voLl)

Colorado, letter from the Secretary of War, in response to a
resoloiion of the House concerning the protection of resi-
dents of, against the Indians

Colorado and New Mexico, letter from the Secretary of War,

transmitting report on lines of communication between

Commerce and navigation of United States, report of Chief of

Burean of Statistics

Commercial relations of the United States with foreign coun-
tries, report npon the, for the year 1877

Commission, Hot Springs, report (vol.1)

letter from the Secretary of State, transmitting
correspondence, &c., in connection with the,
appointed by the President to visit Louisiana

in April, 1877

award of the Halifax Fishery (3 vols.)

Venezuelan mixed claim, message from the Presi-
dent, transmitting correspondence between Ven-
ezuela and the United States in regard thereto..

Comminioner of Education, annual report of the

Commiasioner of Customs, report of

Commissioner of Pensions, report of (vol. 1)

Commissioner of Agriculture, message of the President, trans-
mitting report on forestry by

Commissioner of Internal Revenue, annual report of, with table

showing receipts from
each specific source, <&c ..
report of, with additional
statements and tables . . . .

Commissioner of General Land Office, report of (vol. 1)

Commissioner of Patents, annual report of

Commissioner of Indian Affairs, statements of disbursements

for the Indian Department

for 1877

report of (vol. 1)

papers accompanying the

above report ( vol. 1 )

Commissioners to treat with Sitting Bull, report of (vol. 1) ...
Commissioners of the District of Columbia, annual report of..

Commissary-General of Subsistence, report of

Commutation allowed officers in certain cities, letter from the
Secretary of War, transmitting a list of officers who received

fuel, forage, and quarters in certain cities

Commntation of quarters, fuel, and forage, letter from the
Secretary of War, recommending an amendment of the stat-
utes in relation thereto

Connecticut River, report of survey of, transmitted by Secre-
tary of War

Comparative exhibit of dnties npon foreign imports, &c., let-
ter from the Secretary of the Treasury, in answer to a reso-
]ati<m of the House, relative to duties npon foreign imports,
Slc*, showing proposed rate of duty, preaent rates, and qnan-
tity and value of imported commodities which entered into
eoDtnmpiJoa in the United States daring the year end i nip
JaDe30,l&n *

10
10

8
8

17
14

No. Parr.

16
2

102
1

97
89

10 I 30
9 1

11 2
8 1

10 24

10 i 17

101

5
5

, 8

! 8

1
4H

17 7S

IV IKDEX.

Subject. Volnme. No. Part.

Compensation of inspectors of costoms, letter from the Secre-
tary of the Treasury, traosmittiof^ a letter fttMn ihe Conunis-
sioner of Costoms proposing an alteratioo of oertain sections

of the EeTised Statutes fixing the 14 36

Comptroller of the Currency, annual report of 1*2 3

Comptroller of the Treasury, report of af^regate resoorces and
liabilities of national banks from October, 1863, to October,

1877 11 2

Contingent expenses, letter from the Secretary of State, trans-
mitting estimate of expenditure of con-
tingent fund for the department 10 9

letter from the Secretary of the Interior
oonoeming deficiency in the, of the

General Land Office 10 13

Contingent fund of the Interior Department, letter from the
Secretary, transmitting detailed account of the expenditure

of the contingent fund of Interior Department 14 42

Currency, anneal report of Comptroller of 11 3

Customs, report of Commissioner of 11 i 2

Costoms officers, letter from the Secretary of the Treasury, '

transmitting a statement of emolnmentti

and fees of 14 i 65 >

letter from the Secretary of the Treasury,
transmitting a copy of letter from the Com-
missioner of Customs proposing an altera-
tion in the Revised Statutes fixing the

compensation of inspectors of customs 14 36

Customs revenue, letter from the Secretary of the Treasury,

transmitting draught of a bill to prevent frauds in 17 86

Customs service, letter from the Secretary of the Treasury, i
transmitting papers relative to the iuvestigation of the 10 25

Deaf and Dumb, annual roport of the officers of the Colombia
Institution for the (vol. 1) ; 8 1

Decrease of receipts from internal revfune, letter from the '
Secretary of the Treasury, transmitting a communication
from the Commissioner of Intemal Revenue, showing a de-
crease in the receipts of 14 f^

Deficiencies in certain appropriat ions for t he Army 18

Deticiencies in appropriations for 1^78 and prior yean*, letter
from the Secretary of the Treasury, transmitting estimates
of 14 45

Deficiency for the contingent expenses of the General Land-
Office, letter from the Secretary of the Interior concerning.. 10 13

Director of the Mint, report of 11 2

Directors of the Union Pacific Railroad, report of (vol. 1) 8 15

Disbursing clerk, letter from the Secretary of the Interior, rec-
ommending that the disbursing clerk of the dopartmeut be
relieved from responsibility of the payment of certain forged
vouchers i 14 54

Disbursements made from appropriations for the Indian De-
partment 13 6

Dismal Swamp Canal, letter from the Secretary of the Treas-
ury in reference to the interest of the government in 10 19

Distribution of United States troops, letter from the Secretary
of War, showing the 14 55

District of Columbia, annual report of Commissioners of 10 i 1 . 6

annual report of the Board of Health . .. i 10 i 1 7

Dredge-boat McAllister, letter from the Secretary of War in I ' i

relation to the disappearance of 14 | 67

Duties upon foreign imports, comparative exhibit of, letter ' I

from the Secretary of the Treasury in answer to a resolu- >

tion of the House relative to 17 I 76

INDEX.

Subject.

Volume. I No. Part.

EdncatioD, aunual report of the ComniissioDer of

El Paso troubles in Texas, letter from the Secretary of War
in response to a resolution of the House, tranRmitting re-
ports of the commission appointed to iovestifi^ate the

£1 Paso troubles, letter from the Secretary of War, transmit*
ting report from Colonel Hatch on

Emaoael, Victor I, King of Italy, letter from the Secretary of
State, transmitting a letter from the Italian minister, rela-
tive to the respect shown the memory of

Employ^ of the War Department, letter from the Secretary of
War, in response to a resolution of the House, trunsmittini;
a list of, who have rendered service in the Army and Navy
of the United States •

Employ^ of the Navy Department, letter from the Secretary
of the Navy, transmitting a list of civil employes for the
year 1877

Employ^ in the Interior Department, letter from the Secre-
tary, transmitting a list of all employes who were honorably
discharged from the military or naval service for disability
arising from sickness or wounds incurred in the line of duty..

Eogioeers, report of the Chief of (vol. 2, parts 1 and 2)

Estimates of appropriations. (See Appropriations.)

Expenditures and receipts of the United States, an account of,
for the year ending June 30, 1873

Expenditures and receipts of the Uuitod States, an account of,
for the year ening JunetiO, 1874

£x]>enditures in the State Department, letter from the Secre-
tary of State, transmitting statement of ooutiugent fund for
the department

Explosions, steam-boiler, message from the President, trans-
mitting the report of the commission appointed under act of
March 3, 1873, relative to the causes of

Fees of customs officers, letter from Secretary of Treasury,
transmitting a statement of

Fire, security of public buildings against, message from the
President, transmitting report of the commission appointed .
to examine into the security of, in the city of Washington . .

Fishery Commission, award of the Halifax, of 1877, with docu-
ments and proceedings (3 volumes) 18,

Flushing Bay, New York, letter from the Secret>ary of War, i
transmitting report relative to improvement of '

Forage, letter from the Secretary of War, recommending an
amendment of the statutes in relation to commutation of. ..

Foreign relations, papers relating to

Appendix, containing correspondence rela-
tive to the improvement of commercial
intercourse between the United States
and foreign countries, preceded by a list
of papers and followed by an index of per-
sons and subjects

Foreign countries, report upon the commercial relations of the
United States with, for the year 1877

Fishery Commission, documents and proceedings of the Hali-
fax (3 voJS.) 18,

Forestry, message from the President of the United States,
transmitting a special report upon the subject of, by the
Commissioner of Agriculture

Fort Monroe, Va., letter from the Secretary of War, recom-
mending appropriations for six new buildings at

Frauds in customs revenue, letter from the Secretary of the
Treasury, transmitting draught of a bill to prevent

Freedmen's Hospital and Asylum, report upon the (vol. 1)

9 1

17 93

17 84

14 69

17 99

10 29

17 94

3,4 1

15 i

1
15

14 65

r20

17
1

102

19,20

8<>

INDEX.

Subject.

Volume. No. Part.

Fuel, letter from the Secretary of War, recooiroending an
amendment of the statutes in relation to commutation of

Geological and geographical surveys, a letter from the Secre-
tary of the Interior, transmitting a report of ProfesAor Pow-
ell in regard to, in response to a resolution of the House —

General of the Army, report of the (vol. 1)

General Land Office, letter from the Secretary of the Interior
concerning deficiency for contingent expeuses of the

Halifax Commission, 1877, award of the Fishery* Connnission,
documents and proceedings of, under the treaty of Washing-

ington of May 8,1871, in three volumes

Harbor at Cincinnati, letter from the Secretary of War, trans
mittiug a report of engineer concerning protection

of, from ice

Norfolk, Hampton River, Pagan Creek, and the
Chickahominy and Blackwater Rivers in Virginia,
letter from the Secretary of War, transmitting re-
port of engineer on improvement of

Hampton River, letter of Secretary of War, transmitting re-
ports of engineer upon the improvement of

Hayden, Professor F. V., preliminary report of the field-work of
the United States geological and geographical survey of the

Territories by

Hot Springs (Arkansas) Commission, report of the

Hurtt, Captain F. W., assistant quartermaster, testimony and
papers in cose of, transmitted by Secretary of War

Illinois, survey of lake-beds, letter from Secretary of Interior
in response to a resolution of the House in refereuce to the

survey of

Indian Afiairs, report of the Commissioner of (vol. 1)

papers accompanying

report of the Commissioner of, of disbursements
for the Indian Department for year ending

June 30, 1877

Indiana, survey of lake-beds, letter from Secretary of Interior
in response to a resolution of the House, in reference to the

survey of

Indians, letter from the Secretary of War, in response to a reso-
lution of the House concerning the protection of the

residents of Colorado against the

letter from the Secretary of the Interior relative to
land-entries by, in Michigan, and certain frauds

practiced upon

Informers, letter from the Secretary of the Treasury, trans-
mitting a detailed report of the sums allowed as compensa-
tion to officers of customs and

Insane, Government Hospital for, report of the operations of,

by the board of visitors (vol. 1)

Inspectors of customs, letter from the Secretary of the Treas-
ury, transmittiug letter from Commissioner of Customs pro-
posing an alteration of certain sections of the Revised Stat-
utes fixing the compensation of

Interest paid to national banks, letter from the Secretary of
the Treasury, transmitting a statement of the sums paid to..

Internal Revenue, Commissioner of, annual report of

Interior Department, accountability of disbursing-clerk of,

letter from the Secretary, recommend-
ing that he be relieved

17
2

18, 19, 20
14

14
14

8
8

80
1

10 13

89 i
41

60
60

1
1

83
1
1

13 1

' i
17

14
12

INDEX.

Subject.

loterior Department, employes who have served in the milU

tary and naval service, letter from the

Secretary, transmitting a list of

contingent fund of, letter from the Sec-
retary of, transmitting detailed ac-
count of expenditure of

Interior, Secretary of the, annual report of the (vol. 1)

letter from, relating to land entries by Indians in Michi-

Part.

gan

annual report of the Commissioner of the General Land

Office (vol. 1)

papers accompanying the above report (vol. 1) ....

report of the Commissioner of Indian Affairs

papers accompanying the same ( vol. 1 )

reiK>rt of the commission appointed to meet the Sioux In-
dian chief Sitting-Boll, with a view to avert hostile
incursions into the territory of the United States
from the Dominioi^of Canada (vol. 1)

report of the Commissioner of Pensions

report of the field-work of the United States geological
and geographical survey of the Territories under
Professor Hayden (vol. 1)

report on the geological and geographical survey of the
Rocky Mountain region by J. W. Powell (vol. 1)

report of the commission appointed under act of March,
1877, regarding the Hot Springs reservation in the
State of Arkansas (vol. 1)

report of the government directors .of the Union Pacific
Railroad (vol. 1)

report upon the Yellowstone National Park (vol. 1)

report of the Columbia Institution for the Deaf and Dumb
(vol.1)

report upon Freedman's Hospital and Asylum (vol. 1)

report upon the Columbia Hospital for Women and Lying-
in Aaylum (vol. 1)

report of the board of visitors upon the operations of thn
Government Hospital for the Insane (vol. 1)

report of the Architect of the Capitol

tabular statements of the disbursements made from the
appropriations for the Indian Department for the
fiscal year ending June 30, 1877, and of salaries and,
incidental expenses paid at each agency in the In-
dian service during said period

deficiency for the contingent expenses of the General Land
Office, letter from the Secretary of the Interior con-
cerning

contingent fund of the Interior Department, letter from
the Secretary of the Interior, transmitting detailed
account of expenditures of

accountability of disbursing-clerk, letter from the Secre-
tary of the Interior, recommending that the disburs-
ing-clerk of the department be relieved from respon-
sibility of the paymtnt of certain forged vouchers..

adoption of the metrical system, letter from the Secretary,
transmitting report concerning

Yellowstone National Park, letter from the Secretary in
regard to the better protection of, from injury

lands granted the State of Michigan for railroad purposes,
Tetter from the Secretary, transmitting information
conoeming

geological and geographical surveys, letter from the Sec-
retary, transmittin|; a report of Professor Powell in
regard t j surveys,, in response to a resolution of the
Hoose

geolotgioa) and geographical aarvey 8, letter from the Sec-
tary, in reeponae to a reaolntion of the House, traiis-
miUing a report of Pro feasor Hayden

8
8
8
8

1
1
1
1

5
5
5
5

8
8

1
1

8
8

8 :

8 I

8
8

1 I

1 I
1 I

1 I

75 ,

17 77

17 \ 80 \

5
5

17 B\

VIII

INDEX.

Subject.

Interior, Secretary of the, survey of lake-beds in Indiana and

Illinois, letter from the Secretary
in response to a resolution of the

House, in reference to the

employ 68 in the Interior Department who have served in
'military \ and naval service, letter from the Secre-
tary, transmitting a list of

ravages of the locnsto, letter from the Secretary, transmit-
ting a report from the commission of entomologists

on the, in Western States and Territories

Iron, steel, and other metals, report of board for testing, trans-
mitted by President

Italy, letter from the Secretary of State, transmitting a letter
from the Italian minister concerning the marks of
respect shown to the memory of Victor Emanuel I,
late King of

Jetties, South Pass, Mississippi River, letter from the Secre-
tary of War, relative to report of M. R. Brown, engineer, re-
lating to the work on

Joint commission, report of the, created to direct and super-
vise the completiou of the Washington Monument

Judge-Ad vocate-General, report of

Kansas Pacific Railroad, letter from the Attorney-General of
the United States, in response to a resolution of the House
in relation to suits against the ,;

Khedive of Egypt, letter from the Secretary of War, concerning
a decoration conferred upon Assistant Surgeon Wilson, United
States Army, by the

King Victor Emanuel, of Italy, letter from the Secretary of
State, transmitting a letter from the Italian minister concern-
ing the marks of lespect shown to the memory of

Lake-beds, survey of, in Indiana and Illinois, letter from the
Secretary of the Interior, in response to a resolution of the
House in reference to 4

Lake Michigan and Sturgeon Bay Ship Canal, letter from the ,
Secretary of War, transmitting report of engineer on the ]
improvement of ,

Land-grant railroads, letter from the Secretary of War, rela-
tive to a decision of the Supreme Court upon the matter of i
payments to

Land entries by Indians in Michigan, letter from the Secre-
tary of the Interior, relating to :

Land Office, letter from the Secretary of the Interior, concerning
deficiency for contingent expenses of the General Land Office. ;

Land Office, report of the Commissioner of the General Land i
Office (vol. 1)

Lands granted to the State of Michigan for railroad purposes,
letter from the Secretary of the Interior, transmitting infor-
mation concerning lands granted to

Leavenworth military prison, report concerning (vol. 1)

Legal-tender notes, letter from the Secretary of the Treasury,
in reference to sale of United States bonds for outstanding ..

Locnsts, ravages of, letter from Secretary of Interior, trans-
mitting a report from commission of entomologists on the . .. {

Loss of the steamer Metropolis, letter from the Secretary of i
the Treasury, transmitting report of the Life-Saving Service
in reference to

Louisiana, commission sent to, by the Pi-esideut, letter from the
Secretary of State, trausmitiiug correspondence, «Src

Volume.

No.

Part.

10
2

1
1

14 69

17 ; 83

14 44

8
2

17
2

INDEX.

Subject.

Volaine. ' No.

Part.

Mail steamship service, letter from the Postmaster-General,
Iq compliaQoe with the resolatioa of the Hoase, traasniittiDg

a tabalar statement of the ocean, of foreign countries

MailSy offer for carrying land and water, established, &c

McAllister, dredge-boat, letter from the Secretary of War, in

relation to

Metrictal system, letter from the Secretary of the Treasury,

transmitting, in response to a resolution
of the Honse, reports concerning adoption

of the, of weights and measures

letter from the Secretary of the Interior in

regard to the above

letter from the Secretary of War in regard to

the above

Metropolis, loss of steamer, letter from the Secretary of the
Tresisiirj, transmitting report of the Life-Saving Service in

raference to

Mtchi^aD, land granted to, for railroad purposes, lett^^r from
Secretary of Interior, transmitting information con-
cerning «

letter from Secretary of the Interior, relating to

land entries by Indians in the State of

Military Academy, report of visitors to (vol. 1)

letter from the Attorney-General, in re-
sponse to a resolution of the House in
reference to the appointment of cadets to

the Naval and, by the President

Military posts, abondonment of certain, letter from the Secre-
tary of War concerning

Military post, site for in Texas, letter from the Secretary of

Wju* relative to th ) donation of land as a

Military roads in Arizona, letter from the Secretary of War

in relation to certain

Miat, report of the Director of

IfjSBiasippi River, jetties, South Pass, letter from Secretary of

War, relative to the report of M. R. Brown,
* engineer, relating to the work of Mr.

Ei^s at

improvement of Southwest Pass of, letter
from the Secretary of War, transmitting
report of engineer npon the improvement

of i

Sonth Pass of, letter from the Secretary of
War, transmitting a report upon the im-
provement of

reservoirs to improve the navigation of, let-
ter from the Secretary of War, transmit-
ting information concerning the effect of.,
improvement of, letter from the Secretary
of War, transmitting report of Chief of

Engineers upon the necessity for

South Pass of, report of the engineer on the

improvement of

Mississippi, veto of the bill for special term of United States
coart in, message from the President of the Halted States

assigning reasons for

MisBoari River, letter from the Secretary of War, transmitting

report of Chief of Engineers on the improvement of

Mo) toe Water-Power Company, letter from the Secretary of
War« transmitting communication from the president of, of
Moline, III., with a report of the Cbief of Orduance thereon..

14 38
16 51

14 ' 67

14 I 71

14 71

10 8

14 I 58

17 77

17 ! 82

10
11

17' 79

21
2

14 64

14 I 49

10 22

2 1

14 62

10 22

17 , 87

INDEX.

Subject.

NatioDal banks, letter from the Secretary of Trea»nry, traDs-
mitting a statement of the soms paid for interest iu coin and
corrency upon bonds held by

Naval Academy, appointment of cadets to, letter from Attor-
ney-General in reference to

Navy Department, civil employes in, letter from the Secretary
of Navy, transmitting a list of civil enipIoy6s in that depart-
ment for year ending December 31,1877

Navy, letter from the Secretary of War, in response to a res-
olution of House, transmitting a list of iiersons in the em-
ploy of that department who have rendered service in the
Army or

Navy, Secretary of, annual report of the

transmits list of civil employes la his de-
partment

Navy, State, and War Department buildings, report of the
engineer upon the state of (vol. 1)

New Mexico and Colorado, letter from the Secretary of War,
transmitting reports on lines of communication between

New York, letter from the Secretary of War, transmitting report
relative to improvement of Flushing Bay

Norfolk Harbor, letter from the Secretary of War, transmitting
a report of engineers upon the improvement of

Ocean mail steamship service, letter from the Postmaster-Gen-
eral, in compliance with a resolution of the House, trans-
mitting a tabular statement of, of forei|[n countries

Officers, commutation allowed in certain cities, letter from Sec-
retary of War, transmitting a list of, who received

Ordnance, Chief of, annual report of (vol. 3)

Pacific Railroad, Kansas, letter from the Attorney-General, in
response to a resolution of the House in relation to suits

against the

Pagan Creek, Virginia, letter from Secretary of War, trans-
mitting reports of engineers upon the improvement of, &o ..
Painting, message from the President, informing Congress that
he had delivered to Mrs. Elizabeth Thompson a copy of the

joint resolution accepting

Pardons, letter from the Attorney-General, in response to a
resolution of the House, transmitting a list of, by the Presi-
dent between March 4, 1877, and May 20, 1878

Park, Yellowstone National, lett<)r from the Secretary of the In-
terior in regard to the better protection of the

Patents, annual report of the Commissioner of

Paymaster-General, annual report (vol. 1)

Payments to informers, letter from the Secretary of the Treas-
ury, transmitting a detailed report of the sums allowed as

compensation to officers of customs

Pensions, annual report of the Commissioner of (vol. 1)

Pennsylvania avenue, letter from the President, transmitting

report of Commissioners upon the repavement of

Postmaster-General, report of the

transmits a tabular statement of the
ocean mail steamship service of foreign

countries

otfer for carrying mails, land and water

mails established, &c

Powell, J. W., report on the geographical and geological sur-
vey of the Rocky Mountain region

(vol.1)

on the arid regions of the United States..

Part.

14 34
14 70

10 I 29 i

17
7

99
1

14 76

100

26
1

10
7

1 j

1
51

8
13

1
3

INDEX.

Subject.

Volume. I No. ' Part.

of the United States, traDsmits auDual mesRage and

accompauying dooumeuts,
secoud session, Forty-fifth
Congress

transmits papers relating to
the foreigu relations of the
United States, preceded by a
list of papers and followed
by an index of persons and
subjects

transmits report of the joint
com mission created to direct
and supervise the completion
of the Washington Monu-
ment

transmits report of the commis-
sion appointed to examine
into the security of the pub-
lic buildings in the city of
Washington against fire

transmits report of commis-
sioners niK>n the repavement
of Pennsylvania avenue

transmits a special report upon
the subject of forestry, by
the Commissioner of Agri-
culture

transmits the recent correspon-
dence between the Govern-
ments of Venezuela and the
United States, in relation to
the Venezuelan Mixed Claims
Commission, in answer to a
resolution of the House

transmits a report of the Attor-
ney-General, in answer to a
resolution of the House, upon
the operation of the Union
Pacific Railroad and its
branches

transmit^^ report of the com-
mission appointed under the
act of Congress approved
March 3, 1873, relative to the
causes of steam-boiler explo-
sions

informs Congress that he has
delivered to Mrs. Elizabeth
Thompson a copy of the joint
resolution accepting a paint-
ing tendered by her

communicates, by message, his
reasons for withholding ap-
proval of the bill (H. R. 1093)
entitled '*An act to author-
ize the coinage of the stand*
ard silver dollar and to re-
store its legal-tender char-
acter"

communicates, by message, his
reasons for withholding ap-
proval of t he bill ( H. R. 3072)
of the House authorizing a
Bpecial term of the circuit
court of the United States for

the southern district of Mis-
aiaaippi

10
10

10
11

10 24

10 30

10 32

14 40

14 47

\4 (a

XII

INDEX.

Subject.

President of the United States, transmits, in response to a res-
olution of the House, a re-
port from the Secretary of
State in reference to the
seizure of the steamer Vir-
giuius

trausmits the documents and
proceedings ef the Halifax
Commission, 1877 (Fishery
Commission), under the
treaty of Washington of May,
1871, in thr^e volumes

transmits, by message, a com-
munication from the Secre-
tary of State, in response to a
resolution of the House, in
relation to the convention
for establishing an interna-
tional bureau of weights and
measures

transmits letter from the Attor-
ney-General, in reference to
the appointment of cadets
to thev Naval and Military
Academies by

transmits letter from the Sec-
retary of State, transmitting
correspondence, &c., in con-
nection with the commission
appointed by the, to visit
Louisiana, in April, 1877

transmits report of the board
for testing iron, steel, and

other metals

Public buildings, report of the commission appointed to exam-
ine into the security of the public buildings in the city of
Washington against fire

Quartermaster-General, report of ( vol. 1)

Quarters, commutation of, letter from the Secretary of War,
recommending an amendment of the statutes in relation to..

Railroads, land-grant, letter from the Secretary of War, rela-
tive to a decision of the Supreme Court upon the

matter of payment to

lands granted the State of Michigan for, letter from
the Secretary of Interior, transmitting informa-
tion concerning

Union Pacific and its branches, message from the
President, in answer to a resolution of the House,
transmitting a re^iort of the Attorney-General

upon the operation of

location of Southern and Texas Pacific, letter from
the Secretary of War concerning tiie, through
Fort Yuma reservation and across the Colorado

River

Reappropriations for 1875 and prior years, letter from the Sec-
retary of the Treasury, transmitting estimates of

Receipts, decrease of, from internal revenue, letter from Com-
missioner of Internal Revenue, showing

Receipts and expenditures, an account of, for the year ending
Jane 30, 1873

Volume.

N«». ; Part.

18,19,20

10
14
14
14

14 1 70

'i 10

10 I 32

33
46
50
35

INDEX.

XIII

Subject.

Volume. No.

Part.

>iptf» and expenditnree, an account of, for the year ending

Jane 'M\ 1?^4

lirs on the Speiden building, letter from the Secretary of

War, ivcoiH mending an appropriation for

Repa^enien of Pennsylvania avenue, report of the commis-

ftioners upon the

ScvrrvoifB, to promote the navigation of the Mississippi River,
Itrtr-er fr<»m the Secretary of War, transmitting information

coDceruing the e£feot of

ReTenue, prevention of frands in customs, letter from the Sec-
retary of the Treasury, transmitting draaght of a

bill to prevent

iovestigation of the customs service, letter from the
Secretary of the TreMury, transmitting papers

relative to

Roberta. Marshall O., report of the Quartermaster-Greueral, rela-
tive to the names, ages, &:c., of the steamships purchased of,
and owned in part or whole by

Sa^naw River, proposed bridge over, letter from the Secre-
tarj of War, transmitting report relative to

Saint Croix River, letter from the Secretary of War, trans-
mittini; report upon

Sale of United States bonds for ont«tanding legal-tender notes,
letter from the Secretary of the Treasury, in response to reso-
lution of the House concerning

Seameo, certificates of citizenship to, during year ending De-
cember, 31, 1877, letter from the Secretary of State, trans-
mitting number of

Secnrity of public buildings against lire in the city of Wash-
ington, report of commission

Siisnal Officer, annual report of Chief (vol. 4)

Silver bill, veto of, message from the President, assigning rea-
sons for vrithholding his signature to (H. R. 109:<)

Sitttnj^ Boll, report of the commission appointed to visit

(TOl. 1>

Soidieni* Home, report of the board of commissioners (vol. 1)..
Sooth Pass of the Mississippi River, improvement of, report

of engineer (vol. 1)

letter fiom the Secretary of War on above

Southwest Pass of the Mississippi River, letter from the Secre-
tary of War on the improvement of

Sonthem Pacific Railroad, location of, letter from the Secretary

of War

Speiden bailding, repairs of

State, War, and Navy Department building, report of engineers

on (vol. 1)

State Department, expenditure of the, letter from the Secre-
tary, transmitting statement of

State, Secretary of, transmits statement of expenditures in his

department

% transmits abstract of returns made by the
collector of cuotoms of the number of
sea • en having received certificates of

citizenship during 1877

transmits letter from the Italian minister,
concerning marks of respect shown the
memory of Victor Emanuel I, late King

of Italy

transmits correspondence, «fcc., in connec-
tion with the commissiou appointed by
the President to yisit Lonhiana in April,

li^r

%ieam^ boiler explosions, report of com mission

17
10
10

10
10

14
14

10
6

8
2

15
11

57
53

10
1

1
1

14 64

33
15

14 68

14 69

1,2

17
14

5
2

XIV

INDEX.

Sabject.

Steamer Virginias, message from the President, transmitting a
report from the Secretary of State in reference to seizure of
the

Snits against the Kansas Pacific Railroad, letter from the Attor-
ney-General of the United States, in relation to

Snrgeon-General, annual report of the, for the year ending
June 30, 1877 (vol. 1)

Surgeon at West Point, New York, letter from the Secretary
of War, transmitting leport of

Surveys, geological and geo^aphical, letter from the Secre-
tary of the Interior, transmitting report of Professor Hay den
upon

Survreys of lake-beds in Indiana and Illinois, letter from the
Secretary of the Interior in reference to

Surveys by the War Department for the last ten years, letter
from the Secretary of War relating to

•

Territories, preliminary report of the field-work of the U nited

States Geological and Geographical Survey of the (vol 1) . ..

Texas, letter from the Secretary of War, transmitting report

of Colonel Hatch on the subject of El Paso troubles

letter from the Secretary of War, trauBmitting reports
of the commission appointed to investigate the £1

Paso troubles in

Texas Pacific and Southern Pacific Railroad, letter from the
Secretary of War, concerning the location of, through Fort

Yuma reservation and across the Colorado Rtver

Texas, site for a military post in, letter from the Secretary of

War, relative to the donation of lands for

Thompson, Mrs. Elizabeth, letter from the President, in-
forming Congress that be bad delivered a copy of a joint
resolution of Congress accepting a painting tendered by her

Treasurer of the United States, annual report of, for year end-
ing June 30,1877

Treasury, Secretary of, annual report of, on the state of the

finances

Papers accompanying the above :

Report of the Commissioner of Internal Revenue

Report of the Comptroller of the Currency

Report of the Director of the Mint

Report of the First Comptroller

Report of the First Auditor

Report of the Treasurer of the United States

Report of the Superintendent of the Coast Survey

Report of the Commissioner of Customs

Report of the Commissioner of Indian Affairs

Report of the Register of the Treasury

Treasury, Secretary of, transmits estimates of apppropriations

for fiscal year ending June 30, 1879.. .
transmits a statement in reference to
the interest of the government in

the Dismal Swamp Canal

transmits papers relative to the investi-
gation of the customs service

transmits report of the sums allowed as
compensation to officers of customs
and informers for fiscal j-ear ending

June 30, 1877

transmits estimates of appropriations
for payment of claims due prior to

July 1, 1875

transmits list of claims allowed under
the act of July 4, 1864

Volume.

No.

Part

i
88

i ®

10 1

14 47

2 1

INDEX.

Sabjeot.

rreajrary. Secretary of, traDsmits answer to resolation of the

House, with statement of the snnis
paid for interest, in coin and enrrency,
upon bonds held by national banks..

transmits an account of the receipts
and expenditures for the year ending
June 30, 1873

transmits a copy of a letter from the
Commissioner of Customs, relative to
the compensation of inspectors of
customs

transmits an account of the receipts
and expenditures for the year ending
June 30, 1874

transmits estimates of deficiencies in
appropriations for the year 1878 and
prior years

transmits estimates of amounts to be
reappropriated for the year 1875, and
for prior years

transmits a communication from the
Commissioner of Internal Revenue,
showing a decrease of receipts for
the current fiscal year

transmits report of the Life-Saving
Service, relative to the loss of the
Steamer Metropolis

transmits answer to a resolution of
the House in reference to the sale of
United States bonds for outstanding
legal-tender notes

transmits a statement of emoluments
and fees of customs officers

communicates, in response to the reso-
lution of the House relative to the
adoption of the metrical system, and
transmits certain reports in reference
thereto

communicates, in response to a resolu-
tion of the House, relative to duties
on foreign imports

transmits draught of a bill to prevent
frauds in customs revenues

transmits annual report of the Chief of
Bureau of Statistics

Union Pacific Railroad, message from the President, transmit-
ting, in answer to a resolution of the
House, a report of the Attorney- Gen-
eral npon the operation of the

report of the government directors of
the, for the year ending June 30,

1677, (vol. 1)

Uoit€)d States troops, communication from the Secretary of
War, showing the distribution of 1.. .

Volume.

No. Part.

]

36 !

! 14

14 71

10 I 32

8 5

14 55

Veaeznelaa Mixed Claims Commission, message from the Pres-
ident, in answer to a resolution of the House, transmitting
ihe recent correspondence between the Governments of Ven-
ezoela and the United States in relation to the

V«iD of the silver biJJ, message of {the Presidentf with his rea-
9eBi9 for witbboldiofir his approval of the silver bill CH R

i(xaj ^

10 ^50

14 l^

XVI

INDEX.

Subject.

Veto of the bill for special term of United States conrt in Mis-
sissippi. Message from the President, assigning his reasons^
for withholding his approval of said bill (H. R. 3072)

Yirginius, steamer, message from the President^t ransmitting,
in compliance with a resolution of the House, a report from
the Secietary of State in reference to the seizure of

War Department, surveys by the, letter from the Secretiiry of

War, in response to a resolution of the
House, relating to surveys conducted by,

for the last ten years

list of clerks in the, letter from the Secre-
tary of War, transmitting

War Department building, report of the engineers in charge of.

War, Secretary of, annual report of (vol. 1)

Papers accompanying the above :

Report of the General of the Army

Report of the Judge-Ad vocate-General

Report of the Quartermaster-General

Report of the Commissary-General of Subsistence

Report of the Surgeon-General

Report of the Payraaster-Gteneral

Report of the Board of Visitors to the United States Mili-
tary Academy

Report of the Board of Commissioners of the Soldiers'

Home

Report on the State, War, and Navy Department buildings.
Reports upon the improvement of the South Pass of the

Missiso' . River

Report conce ing Leavenworth military prison

Report cfthv ireedmen's branch of the Adjutant-General's

Office

Report of the Chief of Engineers (volume 2, parts 1

and 2)

Report of the Chief of Ordnance (volume 3)

Report of the Chief Signal Officer (volume 4)

War, Secretary of, transmits reports of chiefs of bureaus upon

the adoption of the metrical system, in re-
sponse to a resolution of the House

transmits report of the Adjutant- General in

the case of George A. Armes

communicates relative to the donation of
laud as a site for a military post in

Texas

communicates, recommending an appropri-
ation to repair the Speiden building

transmits list of clerks in the War Depart-
ment

communicates, recommending an amend-
ment of the statutes in relation to commu-
tation of quarters, fuel, and forage

transmits estimates of appropriations for
certain deficiencies in the appropriations

for the Army

communicates relative to a decision of the
Supreme Court upon the matter of pay

ments to land- grant railroads

communicates relative to certain military

roads in Arizona

transmits reportof Chief of Engineers upon
the necessity for the improvement of
the Mississippi, Missouri, and Arkansas
Rivers

Volume.

14
14

10
2
2

2
2
2
2
2
2

Part.

2
2

3,4
;>

62
72

16
1
1

1
1
1
1
1
1 t

1
I

1
1
I

8
12

2
2

2
2
2
2
2
2

2
2

2
2
2

INbEX.

XVII

Subject.

Volume.

War, Secretary of, commnuicates coocerniDji^ a decoration con-
ferred npon Assistant Suri^eon Wilson,
United States Army, by the Khedive ot

Ewrpt

transmits tbe report of the surgeon at
West Point, N. Y

communicates concerning the location of
the Southern Pacific and Texas Pacific
Railroads through Fort Yuma reserva-
tion and across the Colorado Hi ver

communicates relative to tbe report of M.
R. Brown, captain of engineers, relative
to tbe work of Mr. Eads at South P<tS8,
Mississippi River

tmnsmits report of the engineer concerning
the best method of protecting thu harbor
of Cincinnati from ice

cnmmunicntes, recommending an ai»pro!»ri-
ation for bix Lew buildings at Fort Mon-
roe, Virginia

transmits report of tbe engineer on tbe im-
provements of Stur*;eoii Bay and Lake
Michigan Ship Canaland Harbor

transmits a list of officers who received
commutatloD, fuel, forage, and quarters
in certain cities

transmits information concerning tbe effect
of reservoirs upon tbe navigation of tbe
Mississippi River ,

transmits a report upon tbe improvement.
* of the South Pass of tbe M ssissippi River

transmits report upon Saint Croix River

communicates, showing tbe distribution of
United States troops

transmits re|K)rt of engineer upon the im-
provement of the *'Gut" opposite Bath,

transmits report of engineer upon bridging
the Saginaw River, at East Saginaw,
Mich

transmits report of engineer upon the im-

erovement of Norfolk Harbor, Hampton
tiver, Pagan Creek, and the Chicka-
bomony and Blackwater Rivers, in Vir-
ginia

transmits report of engineer upon the im-
provement of the Southwest Pass of the
Mississippi River

transmits reports on lines of communication
between Colorado and New Mexico

communicates in relation to the disappear-
nnoe of the United States dredge-boat
McAlister

transmits report relative to the improve-
ment of Flushing Bay, New York

communicates concerning the abandonment
of certain militanr posts

transmits report of Colonel Hatch on the
subject of tbe £1 Paso troubles

transmits testimony apd papers iu case of
Captain F. W. Hnrtt, assistant quarter-
master

transmits communications from the presi-
dent of the Moline Water Power Com-
pany, of Moline, 111., with report of the
Chief of Ordnance thereon

H. Ex.

10
10

Parts.

52
53

1.2

XVIII

INDEX.

Subject.

Volume.

No.

Parta^

War, Secretary of, communicates, in response to a resolution

of the House, giving information concern-
ing the surveys conducted by the depart-
ment in the last ten vears

17
17

•

88
91

92
93

99
101

75
1

communicates, in response to a resolution
of the House, concerning the protection
of the residents of Western Colorado
atrainst the Indians -

transmits report of the Qnartermaster-Gen-
eral relative to the names, ages, &c., of
the steamships purchased of and owned,
in part or whole, by Marshall O.Roberts,
of New York

transmits report of commission on El Paso
troubles in Texas -.

transmits a list of persons in the employ of
the departments who have rendered serv-
ice in the Army or Navy of the United
States -

transmits report of survey of Connecticut
River

Weights and measures, international bureau of, message from
the President, transmitting a communication from the Sec-
retary of State in relation to the convention for re-estab-
lishinff.. .*.

West Point, N. Y., sanitary report of surgeon at, transmitted
bv the Secretary of War. ...... ...... ...... .... ...... ......

Wilson, W. J., assistant surgeon United States Army, letter
from the Secretary of War, concerning a decoration conferred
UDon. bv the Khedive of Efirvot

Yellowstone National Park, letter from the Secretary of the

Interior in regard to the better

protection of, from injury

renort on the ( vol. 1). ............

45th Congress, ) HOUSE OF EEPEESENTATIVES. ( Ex. Doc. 1,
2d Session. ] \ Part 5.

KEPORT

OF THB

SECRETARY OF THE INTERIOR;

BUNG FAST OF

THE MESSAGE AND DOCUMENTS

OOMMUNICATKD TO TBB

TWO HOUSES OF CONGRESS

AT THB

BEGINNING OF THE SECOND SESSION OP THE FORTY-FIFTH CONGRESS.

VOLUME II.

WASHIXGTOJS:

aOTBBNHENT PBINTINO OFFIOB.

1879,

ERRATA,

Page 53. Instead of James S. Smart, read James H. Smart.

Page 79. The Medical College of Kentucky University is closed, not reorganized.

Page 174. Omit the reference mark b.

Page 351, line numbered 56. The amount $11.88, given in column 121, covers the
average per capita expenditure for both instruction and incidentals ; it should there-
fore appear in the centre of columns 120 and 121.

Page 426, In column 1, transpose the lines numbered 1009 and 1010.

•

III

CONTENTS.

Page.

Skport OF TRs Commissioner OF Education vii-ccvi

General review of educational condition, vii ; conflict of capital and
labor, vii-viii ; work of the Office, ix-xii ; school and college cata-
lognee, zii-xiii ; sommaries of educational Btatistics, with remarks
and diagrams, xiii-xxui; educational coudition of the States and
Territories, xxiv-xxxii ; schools for the colored race, xxxiii-xxxix ;
the township school system, xxxix ; free text books, xxxix-xl ; su-
}>erYision in educational systems, xl-xlv ; summary of school statis-
tics of cities, with remarks, xlvi-lix ; hygiene in the public schools,
lix-lxv; education r«. police, Ixv-lxvi ; Janitors' wages, Ixvii-lxviii ;
statistical summary of normal schools, Ixix-lxxiii ; professorships of
}>edagogics, Ixxiv-lxxv ; statistical summaries of business colleges,
Kindergarten, and secondary schools, with remarks, Ixxv-Ixxx ; the
high school question, Ixxxi-lxxxviii ; secondary instruction abroad,
Ixxxyiii-xci ; statistical summaries of preparatory schools, colleges
for women, and universities and colleges, with diagrams and re-
marks, xci-ciii ; statement respecting American colleges, civ-cviii ;
condition of superior instruction, cviii-cx ; health of college stn^
denta, cxi-cxv ; statistical summary of schools of science, with re-
marks, cxv-cxx ; vacation schools, cxx-cxxi ; statistical summaries
of theological seminaries, schools of law, and schools of medicine,
with remarks, cxxi-cxxvi ; statistical summary of degrees con-
ferred, cxxvi-cxxxi ; improvements in public libraries, cxxxi-cxxxii ;
Library of Congress, cxxxii-cxxxiv ; library of the Office, cxxxiv ;
statistical summary of additional public libraries, cxxxiv-cxlii ;
early American libraries, cxlii ; statistical summaries of schools
for the deaf and dumb and the blind, benefactions, educational
publications, schools for the feeble .minded, and patents for im-
provements in school furniture, with remarks, cxlii-cliv ; education
in foreign countries, cliv-clxxv ; instruction in art, with statistics,
clxxv-clxxxi ; statistical summaries of orphan asylums, soldiers'
orphans' homes, infant asylums, industrial schools, miscellaneous
charities, and reform schools for 1876, clxxxii-cciii ; crime and edu-
cation, cciii-ccv ; recommendations, ccv-rccvi ; conclusion, ccvi.
Abstbacts t 1-304

Abstracts of the official reports of the school officers of States, Terri-
tories, and cities, with other additional information 5-297

Educational conventions and associations 298-iK)4

Statistics OF EDUCATION for the year 1877 - 305-6:r>

Table I. Statistics of the school systems of the States and Territories. 306-313
II. School statistics of cities containing 7,500 inhabitants and

over 314-355

III. Statistics of normal schools 356-365

rV. Statistics of commercial and business colleges 366-375

V. Statistics of Kindergarten 376-390

VI. Statistics of institutions for secondary instruction 391-476

VI CONTENTS.

Table YII. Statistics of preparatory schools 477-486

VIIL Statistics of institutions for the superior instruction of

women ...^ •• 4OT--502

IX. Statistics of universities and colleges 503-534

X. Statistics of schools of science 535-^543

XL Statistics of schools of theology 544-553

XU. Statistics of schools of law 554-557

XIII. Statistics of schools of medicine, dentistry, and pharmacy. 558-566

XIV. Summary of examinations for admission to the United States

Military and Naval Academies 567

XY. Degrees conferred in 1877 by universities, colleges, scientific
and other professional schools, and by schools for the supe-
rior instruction of women 568-582

XVI. Statistics of additional public libraries numbering 300 vol-
umes or upwards 583-585

XV II. Statistics of institutions for the deaf and dumb 58&^589

XV III. Statistics of institutions for the blind 590-591

XIX. Statistics of educational benefactions 59^^-617

XX. Publications, educational, historical, dec, for 1877 618-633

XXI. Statistics of schools and asylums for feeble-minded children. 634
XXII. Improvements in school furniture, apparatus, &>o., patented

in the year 1877 635

IKDEX 637-644

EEPORT.

Department of the Interior, Bureau op Education,

Washington, D, C, Xavember, 1877.

8iR : I have the houor to submit my eighth annnal report, covering the year 1877.

During the year, education, in connection with other great intereste, has continued
to suffer from the hard times. The depreciation in the value of investments has
reduced the income of even the best endowed institutions. Poverty has rendered it
impoesible for many young persotis to pay tuition or other expenses at school and has
compelled them to finish their studies prematurely. The appropriations for public
schools have been decreased in many directions, sometimes to the great ii^ury of their
efficieXicy, as when the reduction of teachers* salaries has put poor teachers in the
place of good ones, or when the school year has been shortened or the course of study
abridged ; but, on the whole, the systems of free public instruction in the different
States have given new proof of their fitness to our wants as a people by what they
have accomplished, in spite of the present financial distress and widespread unrest.

CONFUCT OF CAPITAL AND LABOR.

In my Inst rexK>rt I noted the occasion we had, as a people, to congratulate our-
selves that the first century of our national history was closing with so great freedom
from the evils that have arisen in older civilizations from the conflicts between capi-
tal and labor. Unfortunat<)ly, the possibilities of these evils pointed out by eminent
educators and other students of social science have become realities as never beforo
among us. Singularly enough, the lesson taught by these outbreaks has apparently
in some cases stopped short of tracing them to their source in individual character,
and has failed also to discover the part to be performed by education as a means of
protection against their recurrence.

In some communities where mob violence became most destructive, we have Wit-
nessed the surprising spectacle of unusual efforts, sometimes aided by thoughtful per-
sons, to cripple or paralyze the local public school system. We cannot review these
events without reaching the conviction that capital, patriotism, and statesmanshii^,
each and all, should bo more far-sighted.

In the shadow of these untoward events we may fitly recall the great Stein, amid the
evils under which Prussia was struggling, when enumerating in his political testa-
ment the considerations fitted to elevate and preserve the state. He says :

Most is to be expected from the education and instruction of youth. Could we by
a method grounded on the internal nature of man develop from within every spiritual
gift, rouse and nourish every noble principle of life^ carefully avoiding one sided cult-
ure; could we diligently nurse those instincts, hitberto so often disregarded with
shallow indifference, on which the force and dignity of man rest, » * • then
might we hope to see a generation grow uj) vigorous both in body and soul, and a
better prospect for the future unfold itself.

Some speak of our liberty and the institutions fostered by it as in their very nature
a sufficient guarantee of the perpetuity of our blessings and an ample guard against
all the ills incident to other forms of government. The exx>erience of this year diould

VIII REPORT OP THE COMMISSIONER OP EDUCATION.

suffice to dissipate this idea, and to bring us back to the conviction that our safety
is only in the most vigilant use of every instrumentality fitted to assure the training
of each child in the land in virtue and intelligence and in the pursuit of some useful
and honorable vocation. The evils here recalled are not limited to the action of great
mobs; they are found also in some form in the path of the thousands of '^nomadic
paupers" who wander about the country.

It will not be amiss for the educator to recall the conditions which have attended
the growth of these 'evils elsewhere. We are glad to believe that the horrors of the
French revolution of 1793 would be impossible among us ; but it should be remembered
that there has been no lack of bread in our land while we have witnessed these crimes
of the mob and the " tramp." Indeed, it may be doubted whether we have sufficiently
reflected upon the enormities possible in our communities if the systematic vagrancy
of the ignorant, vicious, and criminal classes should continue to increase ; since the
great size of our country and its facilities for travel will afford to any who choose to
leave their own neighborhoods for such evil purposes unusual opportunities for com-
mitting crime and mischief unrecognized.

There is, no doubt, a lesson for us in the statement made by the famous Fletcher of
Saltoun and used by Lecky,^ to the effect that in 1G98 there were in the little country
of Scotland two hundred thousand x>^ople begging from door to door, besides a great
many poor families, very meanly provided for by the church boxes, with others who
by living upon bad food fell victims to various diseases. A similar lesson may be
learned from a similar condition of affairs in the other small country of Ireland. Arthur
Dobbs, in 1731, computed the number of strolling beggars in a single year at thirty-
four thousand.'

Do not the warnings which we may derive from such exx>eriences in other countries
emphasize the conclusion that all interests require such a training for every child in
the community as to turn him aside from the current which bears on to tliese evils f
How can we resist the conclusion that iiis physical, intellectual, moral, and industrial
training should be most efficiently arranged and carried forward to establish for him
safeguards against a life of idleness, vice, or crime f Moreover, even if it be granted
that we have never suffered, as did the French before 1793, from royal and aristocratic
oppression, and that we possess and ei\joy the largest reasonable liberty for all classes,
still the educator, in reasoning upon the acts of violence which have occurred among
us during the year, may well ask what the consequences might have been had those
disturbances been preceded here, as they were in France, by a series of dry seasons
and bad crops, and these poor crops themselves ipjured or destroyed. Indeed, for the
instruction of all patriotic teachers, M. Taine's picture of these events may well be
contrasted with what has actually occurred here.

In each event we must come back from the mass to the individual, and from the
adult to the child, in order to do the work of preventing such evils.
« Here our most conmion maxims are eloquent :

'Tis edacation forms the oommon mind :
Jnst as the twig is bent the tree's inclined.

The mind of every child must be formed for all that is good before him and armed
against all that is evil. All his powers must be developed to resist misfortune and
wrong. Capital, therefore, should weigh the cost of the mob and the tramp against
the expense of universal and sufficient education.

1 History of England in the Eighteenth Century, voL ii, p. 43.
•Ibid., yoLU,p. 273.

WORK OP THE OFFICE.

CORRKSPOXDENTS OF THE OFFICE.

The following snmmaiy gives the nnmber of the correspondents of the Office, show-
ijigthe sources of the information contained in these reports :

StakmeiU of educatUnuU systems and institutions in correspondence with the Bureau of Educa-
tion in the years named.

1870..

187L

•

1872.

1873.

1874.

1875^

1876.

1877.

SttttM ftnd Territorieii ,,,r-r

37!
240
65
60

325
98
63

48
533
114
U2

42
944

86
205
323

70
140

94
377

• 48

127

124

126

1,081

209

343

113

676

209

241

140

144

1,467

105

249

885

123

104

2,200

408

239

152

150

149

1,550

114

252

381

125

102

2,275

533

Citiee

241

•

Xnrmal ar.KAnlA

53
26

166

BiuiiifMfi coUeffcs ..................

157

177

Academies .............■>••••

638

811

1,650

PnmikKtf/kVT' ■/•linnia . :.

123

CallMreH for women ................

33
266
17
80
28
63
156

136
290
41
94
39
82
180

175
298

70
104

87
306

264

CoUeze*

385

wasv^v^ ...... ........... ..-_...--.

ScIumIa of Acienco ....... ..........

SdioolB of thoolosT

127

Scliools of law.....................

Schools of medicine....

Public libraries

106
2,440

Mtuemnii of natuml historv.......

Mnaennui of tvrt ...T....r«T . t

Art icboola

Imtitations for the deaf and dumb.

34
10

36
26

1 8

77
20

•

180

45
80

Schools for the feeble-minded

Orphan aavlomn. &.c

640

Seform schools

Total

831

2,001

2,619

3,449

3,651

6,085

6,449

6^750

It will be observed that all the systems and institutions hero included publish either
reports or catalogues or both.

A complete list of the American' corresxK)ndents of this Office would embrace two im-
portant additions to the foregoing summary, viz: (1) many thdusaoul county super-
intendents and members of school- boards and of collegiate and scholastic faculties
who do not issue separate printed publications, but who correspond with tlte Office
and desi^ its publications ; and (2) a large number of writers and students who often
assist the Office without expecting other remuneration than its publications^

Mail matter. — The following table shows the amount of mail matter handled during

the year:

Mail matter sent.

Letters, written 6,500

Letters, printed - 7,500

Acknowledgments of documents received 6,000

Documents (packages) 15,000

Total 36,000

Mail matter received.

Original letters (inquiiies, requests, dbc) 4,000

Beplies to inquiries of the Office 5,000

Receipts for documents sent : 15,000

Documents (packages) 6,000

Total 30,000

X REPORT OF THE COMMISSIONER OF EDUCATION.

EXPECTATIONS IN REGARD TO THE OFFICE.

Those correspondents who indulge special expectations in regard to the Office should
not forget the terms of the law under which it was organized. It requires the coUect-
ing of ^'such statistics and facts as shall show the condition and progress of education
in the several States and Territories, and the diffusion of such information respecting
the organization and management of school systems and methods of teaching as shall
aid the people of the United States in tHe estahlishment and maintenance of efficient
school systems, and otherwise promote the cause of education throughout the country/'

As has heen well said, 'Hhe Office may be termed a clearing house of educational
information.'* But, however comprehensive its duty in regard to collecting and dis-
seminating information, it provides for no exercise of authority and nOne should be ex-
pected from it. It may be reasonably anticipated that its plans will be comprehensive
and its methods characterized by the utmost fairness. However great the interest of
the Office in any one part of its duty, it must have greater concern for the whole. The
guide to its conclusions must be the light that shines from the lamp of our entire edu-
cational experience as a people. To the ardor of enthusiasts in different departments
of educational labor this light may not always be characterized by the heat they
would desire, but it is, on that account, the safer. When this Office commenced its
work there was before the country no standard for a national educational report.
These reports, made from year to year, furnish the facts upon which there may hereafter
be formed a fair judgment of what such a report should be ; made under all the em-
barrassments of the past, they have demonstrated the possibility of a national report.
They show how the light from all phases and conditions of education may be gathered
up and reflected for the benefit of the whole country. Some results are already very
apparent.

1. The remarkable unanimity 'of cooperation received by the Office firom those
engaged in every grade of our educational work, shows how universal is the conxdo-
tion that such an Office is desired.

2. It indicat'Cs that, according to the judgment of our educators, the present plan
of work is, in the main, the right one.

3. There has been a gratifying progress in simplifying and systematizing the
nomenclature used in educational publications, but this makes what is yet needed in
this direction still more apparent.

4. It moreover disposes of the fallacy that the gathering of information is a grasp-
ing after power.

5. The improvement in our educational nomenclature and in other conditions of
«tatistics most essential to their value affords ground for hope that our teachers and
•educational officers may anticipat'C in the near future such clear and full demonstration
of some of the leading principles in the establishment and conduct of institutions and
systems of education, by the people and for the i>eople, as to relieve themselves of the
uncertainties which oft^n embarrass them now and well-nigh defeat their efforts. In
these valuable contributions of data essential to the formation of a science of educa-
tion among us, each contributor, unmoved by any authority or expectation of pecuni-
ary reward, may fairly adopt the language of Bacon, when he says, " I hold every man
a debtor to his profession ; from the which, as men of course do seek to receive coun-
tenance and profit, so ought they of duty to endeavor themselves, by way of amends,
to be a help and ornament thereunto."*

It should be remembered that the Office has never had sufficient force to prepare the
work expected of it under the law. In preparing its reports the only direct reward
that it can promise its correspondents is a copy of the document in which their contri-
butions are printed, but this is not always ordered by Congress in sufficient num-
bers for this purpose. Of late, also, its means for collecting statistics and publishing
Circulars of Information have been greatly restricted. There has, however, been a

i Elements of the Laws, preface.

WOEK OF THE OFFICE, XI

steady increase (1) in the value of the work prepared by its regular clerks, (2) in the
valae of the contributions forwarded free by its collaborators, and (3) in its collec-
tion of books and appliaflces illustrative of edacation.

In the embarrassments arising from lack of means to publish needed information, all
that has been possible with the force of the Office has been done to make manascript
replies to inquiries. Not a few of these have required much time and a command of
material nowhere else possible in the country. Indeed, were there no work to be done
on the annua] report or on Circulars of Information, the current caUs on the Office
woold now absorb the working capacities of its entire force.

THE ABSTRACTS.^

The abstracts which immediately follow this part of the Report of the Commissioner
and precede the statistical tables of the appendix are prepared from the printed
material furnished by the correspondents of the Office and from the numerous educa-
tional journals published in the United States. The printed matter thus examined
and summarized annually is more than seventy thousand pages. It has been practicable,
with the present force of the Office, to assign only two persons to this labor, a number
inadequate to its preparation; especially as a very large number of inquiries de-
manding elaborate replies can be answered only in this division of the Office.

SCHOOL REPORTS.

I do not think that these documents are so carefully studied anywhere else in the
country. There can be no question of their superior merit if they are compared with
any other State or city documents. Often the intelligence and stability of local edu-
cational sentiment can be estimated by the strength and value of these reports. The
l)eneficial effect upon school administration of a proper expenditure of effort and money
in this way can hardly be attained by any other method of communicating the same
information. It may be considered settled that in a republic school officers must pro-
mote the training of the people in sound ideas respecting educational theories and
practice with as much care as they promote the instruction of the young in their
schools. Careful students of school reports frequently are surprised by the total mis-
conception and misrepresentation of many persons as to their use and value.*

> On page 3 infra may b« found the rules followed in the preparation of these abstraGta.

'Their use and value have been well expressed in the following sentences, which were written by an
excellent and well known teacher after a careful study of the collection for the year 1877 in this Office :
" It is impossible to read the vulous school reports of our country without being profoundly impressed
with the watchful care and intelligent forethought of those to whom these interests are committed.
Especially is this the effect of the reports from the larger cities, where, as the work is most concentrated
4ad most completely organized, there is opportunity for the most perfect supervision. While these
reports indicate the fixed and enduring character of our graded school system, they show that its
friends are not obstinately committed to precedents, but are ever on the alort to modify and expand the
system <»ccoTding to the changing conditions of the communities to which it ministers. The re*
ports of 1877 abound in evidences of this disposition. The attention given to industrial drawing, the
introduction of Grermui in the public schools of cities having large proportions of German population,
the efforts made to familiarise pupils with the olemonts of the natural sciences, to cultivate a taste for
hteratnre while still maintaining the drill in that narrow round of studies which enter most constantly
into the ordinary business by which they must live -^ all these are proofs of the flexibility of the Amer-
. kaa school system. These provisions for the intellectual wants of the young are not confined to the
school room. In many cities public libraries exist in immediate relation to the educational department,
snd %n important feature of their administration is their adaptation to the use and needs of students ;
tiins, in Cincinnati, Cleveland, and St. LouLb the public libraries are under the control of the board of
education. The fLnanci^ depression of the year has necessitated great economy in the management
of Khool finances. In considering possible retrenchments, Mr. W. T. Harris, superintendent of schools
for St. Louis, is led to propose the introduction of half time schools in the two lowest grades. This
plan, it Lb believed, involves not economy only, but the mental and physical advantage of the pupils. It
is generally admitted that from two and a half to four and a half hoars' mental labor is aU that should
be allowed children under twelve years of age. It is also conceded that the alternation of study and
work r as an excellent efTect upon ehildren, increasing their interest in both and their capacity for close
attention. It appears, then, that a combination of half time literary schools with industrial training
would fldford the boat possible conditions for elementary scholars."

XII BEPOET OF THE COMMISSIONEB OP EDUCATION.

The sale of school reports is sometimes advocat<ed among ns by those who have
heard of the sale of public documents in other countries. The policy of selling docu-
ments may be good if the Government desires to let those who cannot buy such books
live in ignorance of public a£fairs, thus limiting a knowledge of its conduct to a ruling
class which has means to purchase at will. A monarchy or an aristocracy may find
such a policy expedient, but a republic may well hesitate before adopting it. Indeed,
the preparation and free distribution of reports on education is a part of the general
policy which underlies our free public school systems. To matters of education the
law of supply and demand does not apply. Says Lecky :

Thus education, in its simplest form, which is one of the first and liighest of 8.11
human interests, is a matter in which government initiation and direction are impera-
tively recognized, for uninstructed people will never demand it, and to appreciate
education is itself a consequence of education.

Lord Macaulay, in a speech on education in the Honse of Commons, felicitously
remarked on this topic :

If, they say, free competition is a good thing in trade, it must surely be a good thing
in education. Tlie supply of other commodities — of sugar, for example — is left to
adjust itself to the demand; and the consequence is that we are better supplied with
sugar than if the government undertook to supply us. Why, then, should wo doubt
that the supply of instruction will, without the intervention of the government, be
found equal to the demand f

Never was there a more false analogy. Whether a man is well supplied with sugar
is a matter whit'h concerns himself alone. But whether he is well supplied with
instruction is a matter which concerns his neighbors and the state. If lie cannot
afibrd to pay for sugar, he must go without sugar. But it is by no means fit that,
because he cannot afford to pay for education, he should go without education. Be-
tween the rich and their instructors there may, as Adam Smith says, be free trade.
The supply of music masters and Italian roasters may be left to adjust itself to the
demand. But what is to become of the millions who are too poor to procure without
assistance the services of a decent schoolmaster f

SCHOOL AND COLLEGE CATALOGUES.

The annual catalogue is a very common publication among all classes of institutions
of learning. The study of the very great number of them accumulated in this OflSoe
reveals the fact that they do not always enable the receiver .to address the institutions
which issue them. Every catalogue should, it seems, contain somewhere the post office
address of the institution which publishes it. It appears from our corrcsjioudence
that many of the older institutions have not complete sets of their own catalogues.
Many institutions, forgetting the historical value of these publications, fail to send
them to libraries where they would be preserved and come into use in future research.
As a rule, catalogues published at the present time give the course of study that it is
proposed to accomplish in the year represented by the issue. Why should they not
give the course of study accomplished in the year previous to their issue, and thus sup-
ply an important element in any estimate or consideration of educational progress ?
The careful study^ of these catalogues required in the work of the OflBce also suggests
that they might accomplish more effectively the purpose for which they are published
by including in each annual issue a brief, strong paper by some member of the faculty
on some educational subject.

In reference to that class of college catalogues known as "triennial," many ques-
tions are suggested. They give many facts of value ; but does not the progress of
educational inquiry demand important changes ? The language of these is usually
Latin. If they were issued solely for scholars there might be some excuse for continu-
ing to print them in Latin, but, in addition to the information they give to persons
who read that language, they are expected to show to others what the institution has
done in training men for different pursuits in life, and thus to furnish a basis for the
judgment and choice of those seeking education for themselves or their friends. Why
not, then, give the information in plain English f Most of these catalogues designate
the cJergy and those who have received medical degrees ; so they note, perhaps, those
who have become members of certain learned societies. There seems to be no good

WORK OP THE OFFICE.

xin

reason why they shoald not treat all the almnni alike, noting the occupation and giv-
iDg the last known place of residence of each. By the nse of symhols and abhrevia-
tioDS much more information of value to the student, the historian, and the college
could be printed in a space no greater than that at present used.

STATISTICS.

The statistics published in the appendix to these annual reports have been col-
lected by this Office every year in the following way : A printed form containing a
series of inquiries and spaces for answers is sent to the head of every system and insti-
tation on the lists, which is retui^ied by the head thereof with the answers inserted
in writing. These are transcribed into the tables ; from these the summaries here
presented have been made.

The influence of this extensive system of keeping the accounts of education is already
apparent in many directions:

1. The accounts are better kept.

2. They ore better understood by those who keep them. It is not surprising that
those who are inexact in their methods should find something to disturb them in keep-
ing an accurate record of their educational work, but when Ibis has been well done
none have a higher appreciation of its value.

3. New officers are specially aided in taking up their duties by greater fulness and
accuracy of records.

4. The public is better able to inform itself in regard to every phase of education.
There is in most people a fondness for fair and frank dealing. In the recent serious
assaults upon many local systems of education, not a few would have been overturned
hod the records of the past ten years been as imx)erfect as those of the previous
decade.

5. No man now need blunder on account of the narrowness of his own experience
Of observation. lie has within his reach the recorded experience of forty-four million
people ; ho need not err in estimating the relation of his work or of his system or
school to that of others, or to the whole educational working force of the country.

Statutical summary of institution 8, insttuctorSy and students, as collected by the United States

Bureau of Educationy for 1872, 1873, and 1874.

Citvachonls

Normal schools

Commercial and busiiicss

colleges.

Kindergilrten

Institatioiia for secondary

instruction.

Preparatory schools

Institutions for the supe*

rior instruction of women.
ITuiTersities and colleges . .

Schools of science

Schools of theology

Scboolsoflaw

1872.

1873.

08
53

811

(d)
175

296
70

104
37

23,194
773
203

4,50l

1,617

3,040
724
435
151

1» 215, 897

11,778

8,451

98,929

(d)
U,288

45,617
5.395
3,351

(h)

114

112

944

86
205

323

110

27, 726
887
514

5,058

690
2,120

3,106
747
673
156

1,564,063
16,620
22,397

118, 570

12,487
24,613

52,053
8,950
3,836
2,112

1874.

Schools.

Teachers.

(c)

16,488

124

966

126

677

125

1,031

5,466

697

209

2,285

343

3,783

609

113

697

181

976,837
24,405
25,892

1,636
98,179

11.414
23,445

56,693
7,2U
4,356
2,585

1,976

a3?6 dties were included in 1872, which had a population, according to the ninth census, of 8,036,(^7.
baas cities, towns, and villages were included in 1873, which had a population of 10,042,892.
el27 cities, oontahiing 10,000 Inhabitants or more, were included in 1874; their aggregate population
was 6,637,905.
d Included in the institutions for secondary instruction.

XIV

REPORT OF THE COMMISSIONEB OP EDUCATION.

StaHsiioal summary of institutions, instructora, and students, ^c. — Continued.

1872.

1873.

1874.

•

29
9

209
66

•

P-i

Schools of medicine, of den-
tiutry, nnd of pharmacy.

Institutions for the deaf
and dumb.

Institutions for the blind . . .

Schools for feeble-minded

87
36
27

726
267
613

5,995
4,337
1,856

28
9

178
34

1,148

289

545
213

1,484
679

8,681
4,534

1,916

758

22,107
6,858

1,121

275

525
312

1,678
603

9,095

4,900

1.942
1,265

26,300
10,848

children.

Orphan asylnms, industrial
schools, and miscellane-
ous charities.

Seform schools

77
26

852
331

10,324
4,230

Statistical summary of institutions, instructors, and students, as collected by the United States

Bureau of Education, for 1875, 1876, and 1877.

City schools

Normal schools

Commercial and business
colleges.

Kindergarten

Institutions for secondary
instruction.

Preparatory schools

Institutions for the snpe-
rior instruction of women.

Universities and colleges . .

Schools of science

Schools of theology

Schools of law

Schools of medicine, of den-
tistry, and of pharmacy.

Institutions for the deaf
and dumb.

Institutions for the blind. . .

Schools for feeble-minded
children.

Orphan asylums, industrial
schools, and miscellane-
ous charities.

Beform schools....

1875.

^
^

(a)

22,152

137

1,031

131

594

216

1,143

6,081

102

746

222

2,405

355

3,909

758

123

615

22i

106

1,172

293

498

317

278

1,789

678

29,105
26,100

2,800
108,235

12,954
23,795

58,894
7,157
5,234
2,677
9,971

5,087

2,054
1,372

54.204

10,670

1876.

ib)

151

137

130
1,229

105
225

856
75

124
42

102

20
11

385

23,504

1,065

599

364
5,999

736
2,404

3,920
793
580
218

1,201

312

580
318

3,107

800

1,343,48T
33,921
25,234

4,090

1877.

(c)

152

134

129

106,647 1,226

12,360
23,856

56,481
7,614
4,268
2,664

10,143

6,209

2,083
1,560

47,439

12,087

114
220

351
74

124
43

106

30
11

23,830

1,189

568

336
6,063

796
2,305

3,998
781
564
175

1,278

346

566
355

1, 249, 271
37,082
23,490

8.931
98,371

•

12, 510
23,022

57,334
8,559
3,965
2,811

11, '>^''»

6,743

2,179

1,781

a 177 pities, each containing 7,500 inhabitants or more, were rei>orted in 1875; their aggregate popn
At ion was 8,804,654.

b 103 cities of 7, 500 inhabitants or more were reported in 1876 ; their aggregate population wos 9, 128, 955.
c 195 cities of 7,500 inhabitants or more are reported in 1877; their aggregate population is 9,099,025.

EDUCATIONAL STATISTICS. XV

The above may be called a snmmary of the summaries which will be given in this
part of my report. In considering the inquiries possible in this n;port, it should be
borne in mind that only a limited number of the inferences that may be justly drawn
from its facts are mentioned or even hinted at in these summaries. Moreover, however
great the effort to condense into the report the great mass of trustworthy statements fur-
nished to the Office, and thus to convey the largest amount of information possible, it
ghoold be remembered that there is always in view, in all this work, as a special object,
the promotion of the thorough study of educational statistics, with the hope that these
may be steadily advanced toward perfection, and thus become more and more valu-
able to all who seriously seek right educational theory and practice for themselves,
their children, their country, or their State.

In taking up the following mass of figures it is not improper, therefore, to recall the
observations made some years ago by that eminent scientist Dr. Ficker :

School statistics include an exhibit of the actual state of education and its results
at a certain given moment, with a view of ascertaining the laws which regulate them.
The very name, which, perhaps, would better be "educational statistics," shows the
importance as well as the difficulty of the subject, which has recently, more than ever
before, occupied the attention of statisticians.

It may well be askeil whether there can be any educational statistics, and it lins
seemed doubtful whether statisticians, with the means at their command, could suc-
cessfully enter a field where the exhibit of mere facts would least of all seem sufficient.
Education, however, is not altogether beyond the statistician's reach. Tables are c«ir-
tainly the most important but not the only element of his exhibit. He may also give
existing facts and results obtained in the form of a brief summary, only it should be
borne in mind that he has to deal with a summary of facts and the develojuiient of
lawB, On no other field of inquiry, perhaps, will he have to weigh each. expression so
carefully in order to avoid even the appearance of mixing individual opinions with his
exhibit of facts or of merely coloring them according to his own point of view.

The fact that there are limits beyond which statistics cannot go, must not d(>terthc
statistician. Even in that part of statistics which occupies itself most with mere
figpres, financial statistics, there are points which the statistician cannot reach.

Should no attempt be made to giye educational statistics because they also have
their limits ; because it* will be diSlcult, if not absohitely impossible, to give all the
individual methods of instruotion or the free form of scientific activity at a univer-
sity f Most assuredly not, for, even if only attempts are made, the way may be cleared
and the limits of inquiry more clearly defined.

The development of statistics as a science has convinced statisticians that there is
only one admissible method of giving facts, viz, the comparative method, the results
of which gain all the more trustworthiness the wider the range from which facts
have been gathered.

The question as to whether there can be any educational statistics naturally leads
to the question of the possibility of international educational statistics.

It cannot be denied that the best and noblest blossom on the tree of human culture,
the development of the intellect and of morals, blooms in every count rj' on its owu
ground and under peculiar conditions. The educational system of a nation beni*H,
therefore, in every country its own distinctive impress, to understand which thoroughly
would require a retrospective view as well as* a study of the pres4^nt condition. The
same difierence observable in the financial, military, or commercial state of nations
may also be seen in their different educational systems.

The way in which education develops itself in a country will be the only sure stand-
ard of measuring the intellectual development of its inhabitants. The gathering and
exhibiting of the facts which express this development are therefore synonymous with
the statistics of a nation's most cherished treasure, its intellectual development. And
as there is only one true intellectual development, though showing itselr in different
forms, thus there can also be only one way of statistically representing it. Eduen-
tional statistics must, therefore, besides schools, in the proper sense of the word, also
include all other institutions for the promotion of science and art.

International educational statistics must therefore have regard to institutions
which may exist in one and not in another state, where, it may be, education has not
yet reached a sufficiently high degree of development or where peculiar circumstances
prevent the establishment of certain institutions of learning; provided only that such
facts form really essential points in the educational s^'stem of a nation — for educa-
tional statistics are not t^ be a mere curiosity shop. Since there is no doubt, then, :is
to the feasibility of exhibiting the educational statistics of a couutry, it will much less
be doubted that such an exhibit will exercise a beneficial infiuence on education itself.

XVI

BEPOET OF THE COMMISSIONEB OP EDUCATION.

Here, also, as in so many other respects, it proves true that p^ood statistics are the com-
mon property of the whole nation. Napoleon I said : ^' Statistics mean the keeping an
exact account of a nation^s affairs, and without such an account there is no safety."
And Ga3thc said : '* I do not know whether figures govern the world, but this I do
know — they show haw it is governed."

Good educational statistics will show the present generation occupied with carina
for a future one ; it will faithfully depict a nation's hopes and fears connected with
this care, and will thereby enable states and individuals to preserve the intellectual
heritage of centuries long gone by, and transmit it to the coming generations. Edu-
cational statistics alone can show the way out of the bewildering maze of different
educational systems ; they will be of more than ordinary importance in a state occu-
pied with a reform of its educational system. All SHch reforms would build on a very
unsafe foundation if they had not been preceded and were not constantly accompanied
by most exhaustive educational statistics.

Dr. Engel, the eminent director of the Prussian Bureau of Statistics, under the head
of methods of exhibiting the results of statistical inquiry, enumerates (1) descriptive
exhibit, (2) tabular exhibit, and (3) graphic exhibit.

In preparing these reports I have not been unmindful of this threefold presentation
of results, but the means at the command of the Office have not ]>ermitted that use of
graphics which I have desired. A few, however, of an inexx^ensive character, are in-
troduced in connection with the summaries which follow.

Table I; — Part 1. — Summary {A) of school age, population, enrolment, attendance, ^-c.

States and Territories.

Alabama 7-21

A rkansas 6-21

Califomia 5-17

Colorado 6-21

Connecticut 4-16

Delaware 5-21

Florida 4-21

freor^ 6-18

Illinois 6-21

Indiana 6-2l

Iowa 6-21

Kansas - 6-21

Kcntncky j d6-20

Louisiana 6-21

Maine 4-21

Maryland 5-20

Massachusetts 5-15

Michigan 5-20

Minnesota 5-21

Mississippi 5-21

Missouri 6-20

Nebraska 5-21

Xevada... 6-18

New Hampshire -'. 4-21

New Jersey 5-18

"New York 5-21

North Carolina ft-21

Ohio 6-21

a Number between 5 and 17.

b For the winter; 68,588 for the summer.

c In 1873.

1
I

I i *

309,447
190, 282
200,. 068

21,612
137, 099

35,649
e74»828
894,037
992,354
694,706
568^026
232,861
612,808
266,033
217,417
276,120
297,202
469,444
238,362
324,989
725, 72g

92,161
8,475.

73, 418

318, 378

1, 586, 2S4

408,296

1, 027, 248

0200,066
U4,24&

521, 030
865,493
135,750

75T, 440

141, 230

31,150
147, 863

14,085
119, 208

24,061

26,052
179, 405
694,489
498,726
421, 163
157, 919
248,000

85,000
155, 428
150,276
307,832
857,139
162, 551
160,528
39y, o4o

66,. 774
5,521

68,035

198.709

1, 023,^715

201,459

722,240

JS, >*

'§5

101, 676

16,720
115. 121
420, 031
298, 324
251, 372
118, 612
160,000

54,390
104. 318

75,726
222,704
210,000

3.832
47, 921
107, 961
559,537
104, 173
448,100

d For colore<l population the school age is from 6
In the counties.; in the cities,. 200 days.

128
145
108
110
135
117
184
176
148

82
«77

60
127
142.8

92
184
178.5

60
160

tola.

SCHOOL STATIflTICS OP STATES AND TERRITORIES.

XVII

Table I. — Part 1. — Summary (A) of school age^ popuUitum, ^c. — Continued.

Stateii and Territories.

Oregon

Pennsylvania . .
Khode Island ..
Sooth Carolina .

Tennpswee

Tc*ia«

Vermont

Tirginki

Wwt Virgin iii .
WisroDsin

•

:3
1

1
1

4-20

50, 649

C-21

«1. 200, 000

5-15

653, 310

6-16

228, 128

6-18

442, 458

8-14

127, 085

5-20

92. 925

5-21

482, 789

0-21

184. 7C0

4-20

478. '^^^

s « tc

SOS

S i,

9 S*

228, 128

307, 230

907, 412
43,098
102,396
227, 643
100. 052
72.900
204,974
123,504
291,270

Tot;il 14,mtt.778 2, 62!), 380 8,881,848

Arizona

Daljota

I>i<«trict of Colnmbia.

Idaho

Montana

Xew Mexico

Utah

Washington . .

Wyoming ....

Indbn :

Chenikies

Creeks

Choctaws .
Seminole* .

t>-21
5-21
6-17
5-18
4-21
7-18
0-16
4-21
7-21

7-21

10-18

6-20

Total

Grand total

a In 1873.

b Census of 1875.

c In the oonntieH; in the cities, 193 days.

E — II

2, 055
11.046
</3l,671
2,777
4,892
f/29,312 1
30,792 I
12,997 I

<'29, 133

30, 792

4,041
716

2,300
471

6,431
21, 264
2,724
4.507
5, 151
19, 779
5, 385
1,690

2.800
610

1,133
157

30,389

575, 597

29,276

142, 266

45, 318

117,843

72, 278

4. 886, 289
580

a -3

148.04
181

112
95.04
rl49

10. 318

190
75. 6
188

13. 420

132
146

i:;o

1,500
448
745
108

200

168
180

133, 970

59, 925

r2,630

14,227.748 2,689,311 i 8,954,478

33,119
4, 919, 408

d United States oensns of 1870.
e In 1870.

XVIII

REPORT OF THE COMMISSIONER OF EDUCATION.

Diugrinn No. 1, showing the different school ages in the States and Tiiritories du

School

Xumber of yenvrs in each school age.

veurs.

1 1

(

7. IG. 16. 15. 15. 1

4. 14. 13. 1

2. 12. 12. 11. 11. 10. 10. 8. G.

1 , 1

! '

1 .........

i ' ^ i

let

ir>

if>

1 ' 1

1 1

... ., .... -.. i- --

1
1

! i

1
( »

1 , i

, 1 '

. ' ; 1

! 1

1 i
t 1

1 ' '

MhS)Uge«^' ^ ^ ^ * ^ ® " ® 9 10 11 12 13 14 15 16 17

The above diagram shows that there are seventeen diflfereiit school ages in t
and Territories, of which the longest, from the fourth to the twenty-first yeai
over .seventeen years. The shortest, from the eighth to the fourteenth year,
period of six years only.

The first is practically too long for any public school system which does no
suiHirior instruction, and the last is as evidently too short to allow the ti
elfoetual training which every child should receive. The period of ten years
the sixth and the sixteenth year, which is approved by many of our best edu
the most suitable for public elementary and secondary education, is indicate
dotted lines which cross the diagram horizpntally.

Diagram No. 2 shows on the left what percentage of the population of leg
age in the several States and Territories was in daily average attendance ; ai
right what percentage of said jjopulation was enrolled in the public schools,
that the school age varies widely in difterent States not only partially ace
the relative positions of the States indicated in the table, but also explains ]
that in Massachusetts more than 100 per cent, of the children of school age are
ciinilled.

The percentage of c'aily average attendance is not given in the States of A
Delaware, Minnesota, Nebraska, South Carolina, Texas, and Wisconsin, an
Teivitories of Dakota, Idaho, Montana, New Mexico, Washington, and Wyon

SCHOOL STATISTICS OF &TATES AND TERRITORIES.

XIX

Table I. — Part 1. — Summary (B) of the number of teachers employed in the public schooUy
and the average salary of teachers per months in the respective States and Territories.

States and Territuries.

Alabama

Ariiuuuas

CaliforoiA

Colorado

C<mnecticat

Delaware

Florida

Georgia

lUisoUi

Indiana

lon-a

Kaiiim^ ...... ...

EcBtackj

LoDisiaaa

Maine

Karvlaod

IbMachuaetts . .

Michigan

MinneeotA

MiMiraippi

Mijiiiouri

Nebradca

Xevada

New Hampahire

New Jersey

New York

North Carolina .

Ohio

Oregon

Pt-nnaylvania . . .
Bbode Island . . .
South Carolina..

Tenofssee

TeX;Ui

Vjrrmont

Virginia

W.^t Virginia..
Wisconsin

Total number of teachers in States

Arizfina

Dakota

I>i«iri<:t of Columbia.
Idaho

Number of
teachers em-
ployed in pub-
lic schools.

Average sal-
ary of teachers
per month.

Male.

Female.

Male.

Female.

■ 1
(4,145)

$22 65

630

187

50 00

40 00

1,184

1,983

83 78

09 68

183

250

56 10

51 45

753

2,354

64 55

36 20

270

231

(30 75)

375

03,267

9.162

182
al.633
12,836

46 17

32 23

8,109

5,465

61 27

39 20

7,348

12,518

34 88

28 00

2,772

3,270

33 19

29 82

1.000

2,700

40 00

35 00

767

740

45 00

35 00

2,253

4,543

41 84

25 64

1.243

1,663

41 95

1,118

7.390

75 64

33 04

3,781

9.220

42 54

27 45

1.711

3.031

36 75

28 31

(4,1

25)

29 19|

5,004

3.747

(30 00)

1.571

2,158

35 46

31 80

112 63

85 20

501

2,955

38 37

24 71

054

2,356

63 78

37 04

7,850

22, 311

1.728

651

30 00

10. 855

12, 148

720

502

50 00

35 00

0,(»06

11.556

37 38

32 liO

6291

6987

80 69

45 91

1.039

1.035

28 32

26 87

3.741

1.260

28 53

c(3,

100)

c(.>3

00)

720

3,008

34 44

21 60

2,9(»7

1,773

33 10

27 37

2,707

896

34 89

32 09

(9,«

158)

d40 48

(226 35

(257,

454)

1
.......1........

100 00

50 00

100
31

154
299

96 17

71 21

a These items, compilod from later returns, were inserted after the completion of the table in the
apIX'odix.
& Includes teachers in evening schools,
e In 1875.
d In the counties ; in the cities the average salaries are : of men, $108.20 { of women, 135.08.

REPORT OF THE COMMISSIONER OF EDUCATION.

Table I. — Part 1. — Summary (B) of ike number of teachers employed in thcpuhit

ifc. — Continued.

StAtes Mid Territories.

Montmia

Xew Mexico

Utah

Washington

"Wy omin g

Indian:

Cherokees

Creeks

Choctaws

Sominolos

Total number of teachers in Territories
Grand total

Number of
teachers em-
ployed in pub-
lic schools.

i Ar^
\ ary c»-

per-

Male.

Female.

1 Male

($^

132

232

238

$45 OO

134

Ifo

40 QO

(93)

42 80

40 00

{."i7)

26 00

! 50 00

(1.842)

i -

(259

,29

, ,

Table I. — Part 2. — Summary (A) of annual income and cxpeftditnre, tf-c.

States and Territo-
ries.

Annual expenditure.

a
o

a
a

a .

a ee .

-'^ M -*^

5 -i

- ^ ft.

x «

$417, 243
212, 000

3, 610, 162
198,975

1, 506, 219

216, 225

94,104

434,046

9, 640, 340

4, 873, 131
5, 349, 029
1, 570, 755
1, 827, 575

467.368

1, 067, 104

1, 637, 583

b5, 481, 598

$221,. 539

49.365

181, 760

14,639

X
1

s
o

598, 755
611, 739
906, 523

5,000

62.766
251, 339

4,787
339, 230

$384,993

73,166

2, 149, 436

140, 780

1, 058, 682

114,027

74,628

$378, 754

25, 111

234.781

102. 198

5, 707

75,922

(a)

20,000
25,000

8,000
30,814
28,250
•)4, "o4

5,000,000
3, 049. 094
2, 953, 645

1,713,919
1. 012, 933
1, 337, 2.58

$392,493

119, 403

2, 749, 7-29

215,256

1, 510, 223

218,025

101, 722

WOO. 153

7. 388, 596

4, 673, 766

5, 197, 426

824,966 I I cl, 328,376

Alabama

Arkansas

California

Colorado

Connecticut

Delaware

Florida

Georgia

Illinois

Indiana

Iowa

Kansas

Kentucky

Louisiana

Maine

Maryland

Massachusetts . . .

Michigan I 3,792,122

a Included in teachers' salaries.

6 These items were inserted in this summary after the completion of the table in the t
The income reported for Massachusetts is only an approximation made by the secretary of
board of education, the expenditure for Waahington Territory is an estimate made by this Bn
the expenditures for Georgia and Utah are from later returns.

e Items not all reported.

d Only a partial report.

1, 000, 000

295,504

951, 877

1,085,063

d871, 857

1, 941, 338

100,000
06,325
12.5, 211
272, 931
430,255
907,345

1,130,000
369.829
1,170,668
1,637,583
5, 582, 519
3, 187, 913

SCHOOL STATISTICS OF STATES AND TEBRITORIES.

XXI

iLE I. — Part 2.— Summary (A) of annual income and expendiiure, tj-v. — Coutiuued.

Aimmil cxpeuditure.

2 2

and Territo-
ries.

C X

* 3 C 5

•I

o
a

>ota

>»PPi

ika

ampshire .

sraey

ork

Carolina. .

Ivania .
Island. .
'arolina
8e«

irginia.

»m

$1, 1«1, y27
496,S)87

1, 773. 4W
633, 211
195. 535
609,679

2, 079, 907

12. 110, 904

406,447

7, 875, 901
308.373

8,500,000
730, 422
189.353
718. 423
500.000

1, 102, 112

860,644

2, 74;j. 343

$18, 025 $791, 679

$187, 5a'>

48,862

89.680

394.068

1.001,071

11, 506

947,399

25,346

1,276,579

224, 259

6, 101

46. 381

22,038

15,086 I

26,704 j

127.000 !

143.724 I

100.000
11.418 I

I 18, 422

457. 049 I

101,016

429.021

1,481,124 {

7,915,634 .
263.524

4,957,254
190,922 ,

4,817,563 I
412, 543
212,582
565,651

$104, 612
12,882
70,867
28,006
1. 332, 529
15,760

1, 362, 091

25,625

2, 389. 237

77. 742

7,338

37,930

60,884
100,625
126, 689
274,204

46,361
14,096

420, 826

778,883

531,545

1, 563, 038

55,443
124, 477
120,942
328,391

a$l, 181, 327
I 481, 215
' 2,374.960

861, 264
I 162, 760

004,654
I 1, 929. 902
I 10,976,234

290,790
7,411,068

241,803
I 8.583,379

725,962

226.021
0099, 513

490, 083

537,153
I 1,050,346

793, 272
2, 249, 638

• o

o ^
2 a

« se 2

■Sgr

*• •"* "S

08 -d 9

$2,999,424

1.862,38«

165,801

2.357,405

6,518,504

225,000
1 21,145,127
I 450.500

; 25,400,762

I 2, 044, 541

I 1. 090, 814

909,317
1, 600, 407
5.183,902

al ; 85,959,8^4 8,068,661 837,492 i 47,858,910 i 12,897,200 | 79,251,114 j 137,802,903

of Columbia.

•xico.

gton.
Off --■

20.708
37,668

370.996
36,214
37.092
25, 473

210. 062
49,765

44,436

5,704

27,191

24,000
30, 717

1,100 I
, I

12,370 :

4,300 i

' t

1,500 I

10,400
15,630

239,854
14,376
25,804
15,432

127,480

6,907

4,988

91,581

2,214

3,458

rokees.

eks

>ctaw8 .
linoles .

72,298
13,000 I
29,022
4,000

9,959

2,500

250

16,400

43,075

11,200

12,000

2,250

62,843
27,362

370,996

16,590

54,104

18.800

6210, 062

MO, 705
16,400

1, 100, 014
80,000

54,576
1,800

700

110, 110

13,000

20,022

3,200

165,000

Total.

906,298

nd total.

142,007

22,020

533,910

166,224

982,344 ; 1,414.614

86, 806, 162 18. 810. 668 943, 517 j 48, 392, 820 13, 003, 424

80.233,458 139,217,007

la not all reported.

96 items were Inaerted in thin aummary after the completion of the table in the appendix,
ome reported for Maasachuaetta ia only an approximation made by the secretary of the State
' education, the expenditure- for Washington Territory is an estimate made by this Bureau, and
i-nditun'S fin- (ioor^ria and Utah are from later returns.

XXII

REPORT OF THE COMMISSIONER OF EDUCATION.

Table I. — Part 2. — Summary (B) of per capita expenditure.

States and Tenitoriea.

Cherokees (Indian Territory)

Maasachnsetts

California

Choctaws (Indian Territory^ .

Montana

District of Colnmbia

Kbode Island

Colorado

Iowa

Nebraska

Illinois

Ohio

Michigan

Indiana

Vermont

Kansas

Xew Jersey —

Maine

Maryhuid

Oregon

Washington

Kentucky

Virginia

Tennessee

Georgia

Alabama

Xorth Carolina . .

Arizona

Delaware

New Hampshire.

cl. a,

♦J CO

.S 2

3 'S

$24 78

15 26

13 74

12 62

11 05

10 90

&9 00

7 95

7 00

7 51

7 45

7 21

05
5 90
5 81
5 70
5 30
5 11
5 07
4 77
3 82
2 00

1 98
1 58
1 10
1 02

68i

u p

c8 a
>i <^

S » K

•3 "* •"*

"^ ft g

.3 p

p so

-'go

ft
H

3.S

$35 76
14 62
18 59
25 62

16 24
612 13
12 20
10 67
12 19
10 63
10 70
10 80
8 23

7 34

8 41

8 49
7 15

9 32
5 32
9 24
4 00
4 66
3 70
2 42
2 72
1 39

20 38
9 65
7 34

ft s

S "S "5

>-.
d

^ **

5 r

=9^

q .^ ©

ft R a

K O 36

t4 ■

o o

^ a .
^ ft2
fl 2

® a

^ tM S
= © m

^ 5 s

a ^ *>

£ O, «

ft « ^

$62 76 I
19 85
28 19
38 96

21 16

617 59

21 10

17 87

17 23
13 52
13 76
11 85
11 19
15 64
10 65

18 50
7 96

a$13 74

11 85

ft -^ -S «

* e s ?

- ft;; o S
•S it: *j o

b --^ = § 2

- ^ o ^ ft
r -a i: a, ©

ft c« 5 s o

X w «. .a 00

rt$H 04

U 26

12 29

8 46

5 00
8 11
4 91
3 77
3 08
2 69
31 73

7 87
9 78i

3 11

14 05

10 12
9 18

3 30

14 40

a Per capita of population between 5 and 17. b Current expenditure only used in thciie calcuktions.
OENERALIZATION8 BY YEARS AND BY TOPICS WITHOUT REFEREN'CK TO STATES.

Statistical summary showing the school population , enrolment j attendance j income^ expenditure,
t|*c., for 1873, 1874, 1875, 1876, and 1877, as collected by the United States Bureau of Edu-
cation,

School population.

Number report-

Tear.
1873

ing.

In Stntes.

In Territo-

States.
37

Territo.
ries.

lies.

13, 324. 797

134. IL'8

1674

13,735,672

139. ,378

1875

13. 889, 837

117.685

1876

14, 121, 520

101.405

1877

14, 093^ 778

133,970

SCHOOL STATISTICS OF STATES AND TERRITORIES. XXIII

Staihstieal aummary showing the school population^ <fc — Continued.

Xnmb^r enrolled in public schools ^

Nomber in dnilv attendance

Number of pupils in private iH-hools

Number of male teachers.

Number of female teachers

Public school income

PermaDent Rchool fund

Total number of teachers >

Public school expenditures ^

' Number report-'
Tear. \ In States.

1873
1874
1875
1870
1877

1873
1874
1875
1870
1877*

1873
1874
1875
1876
1877

1873
1874
1875
1870
1877

1873
1874
1875
1878
1877

1873
1874
1875
1876
1877

:S73

1874
1875
1876
1877

1873
1874
1875
1870
1877

States.

.35
34
37
30

31
30
29
27
31

22
13
13
14
12

35
35
30
37
37

28
28
31
32
33

35
37
37
38
37

36
35
34
36
37

28
28
28
30
20

Territo-

i riet*.

10
11
11
10
10

o
4

5
5

3
4

8
9
9

5
7
8
9
9

7
8
9
9

10
9
9

7, 80.'.. 028

H, 030, 772

»<, 678, 737

' 8, 293, 563

, 8,881,848
I

4, 100, 002

4, 488, 075

4, 215, 380

I 4, 032, 632

4, 886, 289

472, 483
352, 460
186,385
228,867
203, 082

! 215, 210
239, 153
247, 423
247, 557
257, 454

75, 321

87,395

97,798

; 95. 483

{ 97,838

103. 734
' 129, 049
I 132, 185
I 135.644

138, 228

$80,081,583
81,277,686
87, 527, 278
86, 632, 067
8.'., 959, 804

77.780,018
74,169,217

80, 9.50, 33:{
«{. 078. ,'i90
79. 2.'»1.114

77. 870, 887
7.'), 2r.l,008

81, 480, 158
97, 227. 909

rtlOO. 1-7. H05

In Tenito-
ries.

':>'.\ 988
•>!'. 209
77. f'22
70. 175
72. <kJO

n3, 077
•X\, 4.S9
30,428
.34, 216
33,119

7,859

10,128

13,237

9,137

0,088

1,511
1,427
1.839
1,726

1,842

529
499
050
678
708

#86
731
963
898
988

^44,688

881.219

1,121,672

717,418

906,298

!»9.\ 423
SU.->. 121
9M2, 621
920, 737
f>)^2, 344

i:{7, 507

:',::\. 236
i,:.jc, 901
2. 100. 1 01

aThe aggregate of the school funds as prepared from Table I tif the uppeutlix i.s 1^90,019.019: tliis
bowerer, docs not include the funds of lUinoiH, I^>iiiHiana, New HHiupshire, aiul Ohio, not reported in
1S77. which amounted in 1876 to $10,108,246. Inelnding th«'«»»' lundu as reported last year we li:»ve \\\»
f ^re pven above.

XXIV REPORT OF THE COMMISSIONER OP EDUCATION.

BRIKF SUMMARY OF THE EDUCATIONAL CONDITION OF THE STATES.

The conipariscnis made undor this head an;, as a rule, between the school years
1875-76 aud 1876-77.

NEW ENGLAND STATICS — .MAINE.

Here, oiiee agaiu, we find a considerable deci-ease in the reported number of youth
of school age, with a like decrease in the number registered in summer schools; but
the average attendance in these summer schools was 1,876 greater than in the pre^ied-
ing year, while in winter schools there were 2,962 more enrolled and 1,677 wore in
average atti^ndance. Then, notwithstanding diminished receij^ts for schools and con-
sequent diminution in the pay of teachers, the number engaged in t<"a<.*hing was greater
than in 1875-76, and more of them were graduat<?s of normal schools, an indication of
improving quality. The number of such normal graduates engaged, it appears, might
have been considerably greater had not a mistaken parsimony led to the engagement
of poor teachers at low rates in preference to giving more skilled teachers reasonable

wages.

NEW HAMPSHlltK.

According to returns from the selectmen in this State, the youth between 5 and lo
api)ear to be 12, 159 less than at the last report, while there were 1,336 more enrolled in
public schools, 246 more in private schools, and 26(5 fewer attending no school. Male
teachers were more numerous and the proportion of teachers trained in normal schools
was greater; while the number of schools increased by 64, one of them a town high
school. Fewer school-houses wei*e reported unlit for use and the number supplied with
blackboards was 10 greater. At other points there was a decline : smaller average
attendance in the schools, smaller number in the higher branches, 34 fewer graded
schools, slight decrease in the average term of schools, diminution of teachers' wages,
and falling off in receipts and expenditures.

^•ERMo^T.

With 152 fewer youth of school age (5-20) we yet find 695 more of that ago in public
schools, an increase of 2,028 in the total enrolment and of 5,844 in average daily at-
tendance — a most creditable record. With 26 more public schools, the average school
term was increased by one day and a tenth, and a larger proportion of male t^iachers
was employed in the schools ; there were also greater receipts for the support of the
school system — an unusual thing in these hard times. With the exception of the
number of children of school age, the only falling off was in the number of female
teachers (largely made up by the increase of males), in the wages paid teachers, and
in the general expenditures on the schools.

MABSACni HETTb.

Advance in most respects continues to be the order of the day. Notwithstanding a
de'crease of 4,459 in the number of her youth of school age, Massachusetts enrolled
2,056 more in public day schools and had 3,801 more in average attendance than in
1875-76 ; accommodating this increased enrolment and attendance in 14 more ordinary
daj' schools and 4 more public high schools; although, from some cause unexplained,
there were 131 fewer teachera reported in the day schools than in the previous year.*
The evening schools were fewer by 22, and yet had 81 more teachers and 2,192 more
jiupils than in 187.5-76. The unincorporated private schools increased by 44, and
the estimated average attendance on them by 715; but the incorporated academies
seem to have lost in number of schools as the othei*8 gained, and to have had upon
their toWb 1,837 fewer pupils; the tuition fees of both classes of these private schools
fell off very considerably.

•Tbe number that bad beeu trained in normal schools wus, however, 618 ijreater; so that there wa«
proportionately greMer teaching skill, even with fewer teachers.

PRESENT EDUCATIONAL CONDITION. XXV

UUODE ISLAND.

AUvauce here too is apparent, the public schools enrolling 6iU uiorg i)upils and
havinj^ 541 more in average attendance, besi<les higher i>roportionate increase in the
enrolment and attendance in evening schools. There were also 1*2 more school build-
ings. 31 more public day schools (30 of them graded), 24 more teachers in the day
schools and 27 more in evening schools, with only a slight falling off in wages, and,
what is unusual in these times, an increase in the expenditure on the schools notwith-
standing a slight decrease in the income.

CONXECTICLT. •

Connecticut had 1,910 more youth of school age, 102 more of them enrolled in imblic
day !5<hools and 3G4 more in other schools, 1 more public school, 7 more graded schools,
39 more school-bouses in good condition, 20 more teachei-s in winter and 21 more in
samnier. with 124 more continued in the same school ; the only diminutions were in
teailurs^ wages and in the receii)ts and expenditures for public schools.

MIDDL& ATLANTIC STATES — XEW YOUK.

With a slight increase in the school population, we are met here by an apparent
decrease of 43,484 in the enrolment in public schools, due to the omission of duplicate
enrolments in the New York City schools. Allowing for this change, the enrolment is
increased instead of being lessened, and the average daily attendance was 17,927
greater than in 1875-70. In most other respects there is comparatively little change,
this great State holding well its previous stand as to the number of schools and of
teachers, and somewhat lengthening the average school term, notwithstanding a
mnch smaller income for the support of schools and consequent decrease of teachers*
wages. A strong effort to bring about a change from the existing district system to a
town system, which faih?d for the year, will still be lirmly advocated.

NEW JKKSEV.

Tlie children of school age numbered 3,552 more than in 1875-76, the public school
em-olment 2,457 more, the average daily attendance 4,441 more, outrunning the in-
crease of school population. The increase of public schools was 14 ; of departments
in them, 35; of sittings for pupils, 2,601; while private and church schools fell oft'
considerably in number, though the enrolment in those remaining was increased.
Fewer teachers for public schools were licensed in the year because a higher standard
was maintained, an improvement in quality being justly held more impoitant than
an iiicreiise of numbers. As elsewhere, diminished receipts for schools compelled an
unfortunate reduction in the pay of teachers, though the decrease was not very great.

rEXXSYLVASlA.

There being no arrangements in this State for an annual school census, the number
of school age cannot be determined from year to year. As to enrolment and attend-
ance in the public schools for 1876-^77, the record seems to indicate some arrest of the
great jirogress which preceded the centennial year, for although the enrolment reached
5,067 more than in 1875-76, it fell short by 7,305 of the increase in that year over the
preceding one; while the average attendance, 3,121 less than in 1875-76, forms a
marked conti-ast with the increase in that item (2(5,870) which appeared in 1875-76
over 1874-75. The pupils in private schools also fell off 1,325, when the previous year
had shown an increase of 1,058. Of course, in view of the hard times, there were
smaller i-eceipts and exj»enditures fur school purposes and much of the cutting down
of t4*athers* wages noted elsewhere. Other things indicate gratifying progress : 286
more public schools, 333 more of them gra<led, 331 more with uniform text books,
1,.532 more in which drawing is taught, 494 more in which vocal music forms a study,
and 185 moi"C in which some higher branches ai*e taught, with 460 more public school
teachers.

XXVI REPORT OF THE COMMISSIONER OF EDUCATION.

PELAWAKE.

The public sihot)l reports in this State beiii<; biennial and none being due till the
close of 187*!^, the information respecting the schools in 1877 is limited. The facts pre-
sented show, however, an iucre:vsc of '2,474 pupils in the public schools and of 71
h^achei's. The items of income and expenditure for the schools and of pay for teach-
ers are nearly the same as in the previous year.

MAKYLAXP.

Ilore, as in Pennsylvania, from the want of a school census, wo can tell nothiii^ iis
to growth or decrease in the population of school age; but the report for lK7(j-'77
shows 4,078 more pupils in the public schools, 2,657 more in daily average attendance.
84 more schools for whites and 20 more for colored youth ; to meet this increase, .'o
more teachers to instruct new classes formed, 2 days^ more time for teaching, and (an
exception to the rule during the year) an increase, although not a large one, in both
receipts and expenditures for State school purj^oses, the teachers suflTering only the
slight reduction of 30 cents in their average monthly salaries.

VIUCIMA,

Here there was an increase of 5,118 in number of pupils enrolled, of 2,600 in average
daily attendance, of 134 in number of schools taught, and of 120 in that of teachers
employed, with a decrease of $19,332 in expenditures for public schools, of si. ^,"3 in
the average monthly pay of men, and of .|3 in that of women.

SOUTIIKUX ATLANTIC 8TATK9— XORTU CAUOLIXA.

In North Carolina there has been an inci*ease of 13,807 in school population and of
2,699 in enrolment; a decrease of 512 in the number of teachers employed, of $y4..'»<»l
in receipts for public schools, and of §46,450 in expenditures.

SOUTH CAROUXA.

In South Carolina the iigui*es show a decrease in all important points since l>^'-'76.
The number of youth of school age is less by 9,843; that of enrolment in public
schools, by 20,689; that of public schools taught, by 293 ; that of teachers employed,
by 394 ; the public school receipts fell off |267,907 and the expenditures |197,850.

r.KORGTA.

Greorgia makes no report for 1877 as to the condition of public schools, the educa-
tional reports there being biennial. A letter from Superintendent Oir, however,
states, in general terms, that the public school system is steadily gaining ground.

FLORIDA.

Since the printing of the abstract for this State the statistics for 1876-'77 have come
in. 'J'hey show a decrease of 1,843 in the youth of school age ; an increase of 5,0S1 in
the enrolment in public schools, of 5,152 in the average attendance, of 271 in the num-
ber of teachers employed, of 216 in the nundter of public schools, and of $37,61 r*' in the
expenditure for them — an encouraging record.

GILF STATES— ALABAMA.

The school statistics from Alabama show an encouraging advance in 1877. ' There
is an apparent decrease of 35,779 in school population, but this results chiefly from a
change in the legal school age, which now includes youth from 7 to 21, instead of
from 5 to 20, as formerly. There is an increase of 14,337 in the number enrolled in
public schools, of 1,012 in the number of schools reported, of 2 days in length of term,

PRESENT EDUCATIONAL CONDITION. XXVII

of 374 in thc^ number of teachers employe*!, of 05 cents in their averaj^e monthly pay,
off79,966 in the receipts for school pnq^oses, and of ^'o/ilT in the exi)en(li tares.

Mis8is8n*ri.

In Mississippi there was a decrease reported of :U>,0:>0 in sihool population, of
14,024 in colored yonth attending public schools, of 14,207 in average enrolment, of
3 days in the average term of country schools, and of ^10.67^ in the average monthly
salary paid teachers. There were, on the other liand, 8,348 more white yonth in
the schools than last year, 25 more days of school term in cities, and 0% more white
teachers and 454 more colored teachers employed. There was, too, a reported in-
crease in the public school income of §55,5G4 and in expenditure of $53,45.').

In Louisiana, with an increase of 10,693 in public school enrohnent, of 2,075 in .ivor-
age attendance, of 38 days in the school term, of $14 in the monthly pay of men teach-
ing and of $4 in that of women, there was a decrease of 8,655 in school population,
of 108 in the number of teachers employed, of $308,641 in the receipts for school ]»nr-
poses, and of $406,180 in the expenditures.

TEXAS.

In Texas the figure* show a decrease from 1875, the date of the last report, of t;3,>;:]7
in school population (largely if not wholly due to a change in the school age from (VIS
to 8-14), of 15,515 in enrolment, of $230,153 in expenditure, and of 12 days in the school
term. The only it«ms which offset the^e are those of public schools reported and of
the expenditure on each pupil enrolled, the schools numbering 389 more than in the
year 1875-*76 and the expenditure for each pupil increasing by 23 cents.

XORTHRRN CEXTRAL STATES— NEDRA8KA.

Nebraska has for some years past printed no school report, and luis had to 8trug;;;le
with the impovorishment from drought and locusts which in 1874 and 1875 put a snd-
den check to her previously swift advance. The Legislature, from this impoverish-
ment, cut down the school tax in 1875 from 2 mills to 1 mill on the dollar, and made
other changes which greatly reduced the resources of the public schools. The State
superintendent thinks, however, that in 1877 the aspect of school affairs was bright-
ening, and that there are the beginnings of a fair progress upward and onward in
the schools.

MINNESOTA.

Minnesota reports an additional enrolment in the schotds which exceeds the 10,000
increase of school population, 22 more school-houses, a school term longer on an aver-
age by 4 days, 339 more teachers in public schools, an increase of the pay of men
teachers, with an average decrease in that of women of 79 cents a month. The re-
timis from local officers are not sufficiently full and accurate to determine whether
income and expenditure for public schools increased or decreased, bnt there socms to
have b«?en some decrease.

WI8C0X8IX.

Wisconsin reports an increa.se of 3,577 children of school age, of 8,1>72 in the public
school enrolment of these, besides 112 above or under age. There wvvo, too, 21 more
State school-houses, 40 more of bri<k or stone, 127 more with good outbuildings, more
gnuled schools, more that supplied textbooks to their pupils, larger valuation of
school property, and larger receipts and expenditures for schools. There was liardly
any falling ott" except in the length of the school term, the pay of women tea^ h«Ts in
the cities, the general pay in county schools, and the attendance in private schools.

XXVIII REPORT OF THE COMMISSIONER OP EDUCATION.

MICH 10 AX.

The figures here shuw a large proportionate iuerease, for, although the i>opulation
of school ago was only 469,444 in l-^TG-'TT, that was an advance of 9,636 on the num-
ber for 1^75-76, while the additional enrolment in the public schools (12,043) and the
additional average attendance in them (10,000) more than overtook the advance in
tljr tensus of school children. Then, too, though there were 8 fewer graded schools
rti)urted, the number of ungraded ones increased by 1*21, the number of school-houses
by 147, the sittings in them by 5,096, and the teachers numbered 167 moi-e, with a
larger proportion of them men than in the year before. This, moreover, does not
include private schools, of which there were 11 mor^ reported, with an increase of 10
teachei-s and of 925 pupils. The i>ay of men teacliing in the public schools, however,
fell otF §5.96 a month on an average and that of women 83 cents a mouth, wliile school
rcct'ipts throughout the State decreased by |275,680 and the expenditures by $277, 884.^

IOWA.

This vigorous young State of the West plucks the palm for 1876-77 from the hands
of the greatest eastern ones, showing an increase over 1875-76 of 13,939 youth of
school age, of 22,338 registered in public schools, of 22,057 in average attendance, of
565 public schools, of 9 days in the average length of the school term, of 388 publio
school-houses, of 814 teachers, and of $908,844 expenditure for schools. A diminution
of $38^495 in the receipts for public schools seems as nothing in comparison with
these gi'eat gains, and so does the slight decreiise of 473 in the attendance on private
schools. The male teachers had their i)ay cut down $2.49 on an average a month ;
women's pay was raised about 60 cents a month, a necessarily smaller rate because
thev are much more numerous.

ILLOOIB.

In Illinois there are biennial reports in even years, so that full statistics cannot be
had for the odd one. But the few given show steady progress: 18,765 more children
of school age, 27,043 more enrolled in public schools, 10,000 more in i>rivato schools,
public school-houses increased by 390 and the receipts for the support of such schools
by $1,191,873; the only falling off was in the number and pay of teachers (this last
not going so far as in many other States), in the expenditures for schools, and in the
estimated value of school property, put lower probably to correspond with the shrink-

age of values in general.

INDIANA.

The full statistics of this State are presented only in the alternate, even years, a
brief abstract of them going to the governor in the odd years. Those for 1877, com-
pared with the fuller ones of 1876, seem to show decrease in important points. Thus,
though the youth of school age numbered 15,476 more and the teachers employed 1C3
more, there were 17,544 fewer pupils reported as enrolled in the State schools and
15,844 fewer in average daily attendance, with a decline of $210,196 in school income
and of $247,319 in school expenditure, the wages of male teachers dimiuishmg on an
average $1.93 a month and those of women $2.20. These showings form a ti*ying con-
trast to those of the year before, when, except in the pay of male teachers, there was
a large advance at all these points.

I The statiiitica of public high schools for this State will not be found in their j>lace in the abstract.
They are, as derived from the tables of Superintendent Taxbell's report for 1876-77, schools with at
Icn^t one class in high s<:bool studies, 85; pupils in such studies, 5,852. The studies include arithmetic,
algt>bni. geometry, drawing, composition, grammar, general history, the natural sciences, government,
rhetoric, English literature, French or Gorman, and in many cases Latin and Grei'k. For statistics of
comm<>rcial and business colleges, private academic schools, and preparatory deimrtments of colleges in
thf State, see Tables lY, VI, and IX of the api>endix following, and the summaries of them in this part
of the report.

PRESENT EDUCATIONAL CONDITION. XXIX

OHIO.

The statistics of 1876-^77 show that the school population of Ohio (1,027,248) in-
creased only 1,613 over that of the preceding year, her enrolment fell off" 723, and the
average attendance in her 15,000 public schools did not keep pace with that in her much
less numerous private schools. There was an increase in some other things, but a pro-
portionately small one; 36 more public school-houses, 553 more public school rooms, 157
more teachers, and 185 more permanently employed; the tciwihers siifteretl. however,
on the whole, a considerable apparent decrease in their salaries, and, as in other large
States, the receipts and expenditures for schools fell off, to the extent of $729,*23r> in
receipts and $426,136 in expenditures.

SOUTHEKN CENTRAL 8TATF8— WEST VIRGINIA.

West Virginia shows an increase of 4,8ft$ in school ]io])ulation, of 8,204 in pu}iil8
enrolled, of |107,167 in school income, and of $78,112 in expenditure. There were 110
more public schools in operation than the previous year and 2^J2 more t-eachers. The
average attendance, on the other hand, was 4,190 less; the average monthly pay of
men teaching was decreased by 14 cents and that of women by .^1.32.

KKXTICKV.

In this State there was an increase of 13,777 in school population, with u decrease
of 17,6(^7 in average attendance and of 59 in the number of school-houses built. The
income for public school purposes was greater by ^313,786 and the estimated vjiliie of
school property by $330,000.

TKXNK8SEE.

Here there has been an increase of 8,327 in scholastic population, of 33,4i>3 in enrol-
ment, of 16,.358 jn average daily attendance, of 707 in the number of public schools,
of 141,870 in the valuation of school property, and of 791 in number of teachers em-
ployed, with a decrease of $3.65 in their average monthly pay. Receipts for schools
fell off $120,312 and cxpenilitures $:{7,148.

MISf»OtRI.

The failure ot the Legislature to provide for the ])rinting of the aniuial State rrjmrt
for 1877 deprives us of the opportunity to compare the educational condition with
that of the preceding year. Hannibal, Kansas City, St. Joseph, and St. Louis send
statistics and printed statements whi(;h indicate educational ;u*tivity and progress,
St. Louis particularly, with her excellent school system, almost retleeming by her
.steadfastness of advance the comparative sluggishness in s<liool affairs of some other
portions of the State.

KANSAS.

In 1877 there was an increase of 19,884 in youth of school age, of 10,695 in the enrol-
ment in public schools, and of 28,716 in the average daily attend.auce.i There were
also 127 more school-houses, 475 more teachers, 4.5 more days in the average school
term, an increase of $2.79 in the average monthly pay of women, and a reiluction of
only 47 cents in that of men. Income for schools was $32t),067 larger, expenditure for
them $129,939 greater than in the preceding year; and almost everything indicates
advance, except that the available and the estimated permanent school funds show a
decrease.

ARKANSAS.

Statistics from Arkansas, received since the abstract for that State went to press, in-
dicate an increase for 1876-77 of 14,437 in the number of youth of school age, of 17.480

'The large increase here noted was based on a M-ritten return made to this Office by the State Hiipt^r-
intendent. From the printed biennial report, however, reccive<l since this matter was pnt in tyi>o, it
would appear that the increase in averaj;e attendance is 4.113 instead of 28,716.

XXX

REPORT OF THE COMMISSIONER OF EDUCATION.

ill tin* furoliiicnt in public schools, of 365 in the number of teachers employed, and
of >«i3,y'28 iu the expenditures for the school system; but a decliin* of 1,015 in the
inr.iiber of school-houses reported, of $194,892 iu the cost of these, and of ^118,009 iu
The receipts for school purposes.

STATES ox THE PACIFIC SLOPK — CALIKOKNIA-

In Ciilifomia there was an iucivase during the year of 15,280 in youth of school
age. of 9,115 iu public school enrolment, of G,148 in average daily attendance, and of
Til' enrolled in private schools. The number not attending any school wjis gre»t4?r by
0,012, while that of Mongolian chihben in school has decreased by 117. There was an
increase of 187 in the number of schools taught, of one day and four-tentlii» iu their
average length, of 23 in the number of school-houses erected, of 185 in that of teach-
ers employed, and of 84 who were normal school graduates. The average monthly^
pay of men shows a decrease of ^1.22 and that of women an increase of $1.53. The
total receipts for school purposes were $^^7,^^59 greater thau the previous year, while
the expenditure was ^108,871 less.

NEVADA.

The school statistics for Nevada show progress in all impoitant resi»eets except in
that of the length of school term, which was decreased by 14 days. There was an
increase in school population of 937, iu public school enrolment of 439, in average
daily attendance of 546, in attendance on private schools of 231, with a decrease of 69
not attending any school. The monthly wages paid teachers was $3.71 greater, and
the receipts for public schools were incivased by $7,418 and the exjienditures for them
by 11^1,462.

OKEdOX.

Here the ligures show an increase in all points. While the school i>opulation is only
2.176 more than in 1876, the enrolment iii public schools has increased by 18,158, the
avi'iage daily attendance by 14,824, the receijits for public schools by $;W,551, exiH-ndi-
tiiH's by ^,980, and the niunber of teachers employed by 196.

10L01JAL»0.

Colorado presents only brief statistics of its schools for 1877. These seem to show
decline in school population, enrolment, income and expenditure, and pay of men
teaching, with some increase of average attendance in the schools and a considerable
one (:^.45) in the average monthly pay of women. But the statistics, as the sujKTin-
tcndent says, are not complete from the Mexican counties of the State, and he very
projH'rly declines to piece them out by any guessing.

KDUCATIOXAL CONDITION' OF THi: TI.KIIITOIIIKS.

187^'70.

187(>-77.

Arizouu

Dakota

District of Columbia.

Idaho

Montana

2s ew Mexico

Utah

Washington

Wyoming

S^'hool ,, , I Average

population' ^'"^'»^^°^""^- att. mlanco

2,955

10,396

31,071

2,777

4,238

30,900
11,000

1,213
5,410
19,029
2,?24
2,734

900

19,880
7,500

14, 907
2,000

13,608

School : ,, , Avfra;i«!
l»oi>uhi. ion. l'^"^^l"^^'"^!attendmico.

11, 040 ;
31,671

903

0, 4.J1

21, 204

4,892

30,792
12,997

4,597

19,779
5,385

580
10. 318

13,420

PRESENT EDUCATIONAL CONDITION. XXXI

Ftoiu the above comparisou, it appears that Dakota, the District of Columbia, and
Montana had a larger number of children in school in 1877 than in the previons year,
while ill Arizona, Utah, and Washington Temtories the attendance was smaller.
Wa^hiii^on, however, with a greater school population and fewer children enrolled,
rejKirts an increase in the number of schools and teachers and in the length of school
term. New Mexico and Wyoming furnish no information upon which a comparison
of school statistics for the two years can be based. A statement, however, has been
received from the governor of Wyoming, Hon. J. W. Iloyt, giving a very encouraging
account of the condition and efficiencv of the schools there.

lUSTIlICT OF COLUMBIA.

Iq the District of Columbia, notwithstanding serious obstacles, there has been a
subistantial advance. As shown by the above figures, there- was an increase of 1,635
in the number of children enrolled and of 1,411 in average attendance. There were also
1,4S3 more seats provided than the previous year. Some of the buildings occupied by
schools are entirely unfit for school puri>oses, hindering the success of the teachers and
imperilling the health of the children. The good of the schools and the honor of the
coQQtry imperatively demand at the capital of the nation appropriate buildings suffi-
cient for the education of aU the children entitled to attend. The advance in the
qnaliiications of teachers is gratifying, and has been specially promoted by the estab-
lishment of a normal school for girls. The addition of high schools to the present
grades of instruction would gi'eatly increase their efficiency and supply oppoi*t unities
specially needed by the youth of the District.

ALASKA.

.Uthough the jieople of Alaska so far as not " uncivilized" are guaranteed by treaty
the rights of American citizens, the Territory remains altogether without the applica-
tion of law in the protection of life, i>erson, or i^rojierty, or provisions for the organi-
zation of society^ save so far as the revenue laws of the United States have been
extended to it. Two schools arc maintained according to contract among the Aleuts
engaged in the seal fisheries; beyond this no Government provision is made for educa-
tion. The following letter deserves special attention:

Office of the Rocky Mountain pREsnYTEinAN

AND Home Missions for the Tekritoihes,

Denver, Colo., DccemlHr 27, 1677.

Dear Sir: Knowing your interest in everything that [»ertains to the education of
the masses, permit me to call your attention to Alaska.

On the aiOth of March, 1867, Alaska was purchased from Russia for $7,2(H),0(X). On
the 28th of May the purchase was ratified by the United States Senate, and on the
liiJth of October the coimtry became a portion of the United States.

Ah it is the latest of our territorial acquisitions, so it is the least known. Indeed,
theiuterior re^^ions of the country away from the Yukcm River are as unknown as any
jwrtion of Africa. The coast and island section has been explored somewhat by the
United States Coast Survey and the Yukon River by the scientific corps of the West-
em Union Telegraph exixidition of 18(34 to 1807.

The explore<l portions of the country have been found to be ricl. in fur, lumber,
coal, copiK?r, sulphur, petroleum, amber, silver, and gold. It has also valuable fish-
eries. During the coining year capitalists are expected to esiablish a cannery for
sahnon at Clawock at an expense of $100,000. Other {larties are interested in estab-
U.>hing a stamp mill for the reduction of gold at Sitka, and still others in developing
valuable copper mines on Karta Bay. Thus the resources of the oauntry are com-
uieucing to attract attention.

The native {mpulation of Alaska is variously estimated, from 26,000 to 70,000. In
thfc northern and central secticm of the country they are evidently of Esquimau de-
scent ; in the southern and island regions, of Indian descent. They are, however,
in civilization, far in advance of the lilanketed Sioux of Dakota. In the northern
country they reside in jKinnanent underground houses called topeks. On the southern
coast thej^ have large plank baiTdbora, or houses above ground. They have also, to
«ome extent, adopted EuroiK'an styles of dress. Many [laint their faces with oil and
lampblack, which gives them a repulsive api>earance. Polygamy is common among

XXXTI REPORT OF THE COMMISSIONER OP EDUCATION.

the rich. Feasts are given on the erection of a new house, marriages, births, naming
of children, deaths, &c. These feasts consist of dancing, singins, and feasting. A
summary cure for crying babies is to hold them in the sea until they cease criing.
Children on the coast are bathed in the sea daily, and learn to swim about as soon as
they lea.m to walk. The incurable sick and old* are sometimes kille<l. They have a
j^reat variety of household utensils made from the horns of mountain sheep and goats,
trom the fossil ivory of their country, and fi'om wo(k1. Some of these are elaboi-ately
carved.

Kussia gfive them government, schools, and the Greek religion, but when the coun-
try passecT from their possession they withdrew their nilei-s, priests, and teachers,
while the United .States did not send any others to take their places. Alaska, t onlay,
has neither courts, rulers, ministers, nor teachers. The only thing the Unit4?d St;ttes
have done for them has been to introduce whisky. So that the Alaskan can answer
a-s it is said a Chippewa did when asked if he was a rhristian Indian, **No, I wi>hky
Injen."

The firat school was established by ShelikofF on the iKland <>f Kodiak, the jnipils
receiving instruction in the Russian language, arithmetic, and religion. Tliis was
about 1792. A few vears later one was established in Sitka. In 1841 an r'cclesi.istical
school was opened in Sitka, which in 1H4.5 was raised to the rank of a seiuiuary.
Little was taught in the schools besides the rites of the Greek Church and the art of
reading the ecclesiastical characters. In 18G0 a colonial school was o]»ened with 12
students. In 1862 it contained 27 students, onlv 1 of whom was a native. In 18^59
a girls' school was established for orphans and children <»f the employes of t Ik* Fur
Company; in 1862 it had 22 pupils. In 18-i.^> a school was established on I iialaska
Island for natives ; in 18(50 it ha<l 30 boys and 43 girls. A school at AmUa Island, in
1860, had 30 pupils. A school-house was built on the Lower Yukon, but had no ])npils.
Since the American occupation these schools have been broken up. On the Seal Isl-
ands, over a thous.and miles from Kodiak. the Alaska Commercial C<nupany has
maintained schools at St. G<M)rge with an average attendance of 18 scholars and at
St. Paul with an average of 20 jiupils. The great nuuss of the population were left,
however, without any educational advantages, an«l were rapiilly losing what they ba<l
gained in the Russian schools.

Last summer I visited the southern coast of Alasku in the int«irests of the Presliy-
terian Board of Home Missions, and ]>lace(l Mi-s. A. K. McFarland in charge of a
school commenced by the natives tluiiis<'lves at Fort Wrangell. I met among ilie
natives many indications of a great <lesire for schools. Early next year we <xj)ect to
send Rev. J.*G. Brady and Miss Kellogg to Sitka to establish a school there, and. if
possible, also Rev. S. Hall Young to assist in the work at Fort Wran gel 1. Ahvady rho
attendance at Fort Wrangell is excellent, and we have every assurance of suece.v; at
both places, and ail invitation to open scliools at (»ther points. At Wrangell, which
is a central place for many miles iq» an<l tlown the coast, then; should be an indus-
trial school, and we ex]>ect soon to connnence it in a small way. Indeed, it 'is abso-
lutely necessary in order to give shelter to the young school girls, who would other-
wise be sold by their mothei*s lor purpos<'s of prostitution.

Several points should be s])ecially notetl:

(1) We lind here the practice of jtarents selling their daughters at the age of 12 or
14 years for puii^oses of prostitution.

(2) The belief in witchcraft is all prevalent, and our t-eachei's have ha<l to interfere
to save the lives of those accused, ami who were actually lieing tortured to death.

Surely it is appalling to find such practices existing in our land ami exciting so
little attention. This leads me to say —

(3) That there is no law in Alaska, as the jurisdiction of the courts has not been
extended over that country.

(4) It should be constantly kept in mind that these people, oven in their i>resent
ignorance and degradation, are self-supporting; that they do not need from the (Tcneral
Government food, clothing, or annuities, but only guidance and aid in securing
schools, improving their industries, and acquiring the arts and customs of civilized
life.

(.^)) It is of interest to those engaged in promoting Indian civilization and who have
encountered the embarrassments ot tribal relations to know that then^ is no necessity
for recognizing these relations.

Please do what you can to awaken an interest in behalf of that portion of our
conntrv. I hope to make another trip there as earlv as circumstances will ])erniit.

SHELDON JACKSON,
SnpcrintaKhni of Prcshiffey'mn MitinionH hi Ihr Territories,
Hon. .loiix Eatox,

( 'oininif<Hioiivr of Education.

EDUCATION OF THE COLORED BACE. XXXIII

SCHOOLS FOR THE COLORED RACE.

In order to comprehend the difficulties encountered by the friends of universal in-
Btraetion in the States where slavery has been more recently abolished, certain facts
should be remembered :

(1) That the interests of slavery did not i>ermit the instruction of the colored
people.

(2) That during the existence of slavery the universal 'education of the whites was
felt to be in some sense a source of danger to the progress of slavery.

(3) That as a consequence the philosophy of education in its comprehensiveness was
not understood; the facts which illustrated the benefit of universal education could
not and did not exist for those communities.

(4) When, therefore, slavery passed away and the several States where it had ex-
isted attempted to establish universal education, there was (a) a lack of its methods,
(b) of its philosophy, and (o) of its results, either upon individuals or upon society, as
regards its advantages in promoting virtue and social order or in producing wealth.

(5) All the questions that arose were complicated by the influence of race prejudice.
This is nothing new ; it is only what has occurred in other lands, and, indeed, else-
where in our own country, as, for example, will be found in studying the history of the
efforts to educate the colored people in New York City.

(6) The colored people on their part entertain erroneous anticipations of what
education is and what it was to do for them ; and not a few intelligent whites were
influenced by the idea that education as offered to the negro would destroy him as a
laborer. Indeed, they were not familiar with the effect of education upon the laborers
of any race.

(7) Added to all these was the feeling of extreme poverty. ^

(8) The progress noted in the summaries given should be studied in the light of
these fsLcis, It is plain that those results could not have been accomplished without
a change of position on the part of many leading minds. Indeed, it has been true that
an honest study of the facts has been followed with the approval of the great principle
which underlies the most successful system in the country.

The many questions of race discussed among us render qf peculiar interest all facts
in regard to the progress of education among the colored people. Special attention is
invited to the following tables:

> The attitiide of the straggle is well illustrated by the discussion between Hon. W. H. RufDner, super-
intendent of public instruction for the State of Virginia, and Rev. Dr. R. L. Babney, an eminent citixen
of tliat State. Dr. Dabney having published an article against negro education and the school system
genorally in a Virginia newspaper, a discossion ensued in the course of which Mr. Ruflher maintained,
firsts that *' Unless we propose to abolish education wholly we must employ the public system, because
we are too poor to do without it; " secondly, Dr. Dabney errs in holding that "If our civilization is to
eontimae there must be at the bottom of the social &bric a class who must work and not read," since
the history of prominent industrial nations points to a different conclusion ; Virginia's greatest states*
AMD, moreover, have persistently urged the policy of widespread popular education; thirdly, admitting
reUgioas instruction to be necessary to the proper development of the child and conceding that the
State has no right to teach anything of a sectarian character, yet the State "may formally teach the
reoognixed morality of the country ; " fourthly, illiteracy is not so prevalent in countries having sy»-
teaui ot popular education as in those without such a system; fifthly, ignoranoerand crime are closely
related; sixthly, the hope of prosperity in the South is to be baaed on the negro's elevation and devel.
opme&t and not on his extermination.

XXXIV REPORT OF THE COMMISSIONER OP EDUCATION.

Tdblt showing the camparaUve papulation and enrolment of the white and colored races in tibe

public schools of the recent slave States for 1870-77.

States.

Alabama

Arkansas

Delaware

Florida

Georgia

Kentucky

Louisiana

Maryland

Mississippi

Missouri

^orth Carolina ,

South Carolina

Tennessee

Texas

Virginia

West Virginia

District of Columbia

Total

Whits.

Colored.

•

School population.

Percentage of the
school popula-
tion enrolled.

•

Percentage of tho
school popula-
tion enrolled.

a23«,520

86,485

al68,706

54,745

143,949

ei23,895

43.518

67,255

31,849

22.398

3,800

1,663

40,006

M4,948

42,001

616, 185

218,733

107, 010

175,304

48,643

e459,253

228,000

e53,126

19, 107

d88,567

645,000

dl08,548

640,000

«213,069

125, 737

e63,591

24,539

150,504

84,374

174,485

76,154

602,818

381, 074

32,910

13,774

267,265

128,289

141,^1

73, 170

83.813

46,444

144. 315

55,952

330, 035

171,535

111,523

43.043

/ 135, 430

85.620

/30,587

23, 432

280,149

140, 363

202,640

65,043

al78, 780

al20, 657

a67

05,980

o2,847

a48

20,671

15, 310

11,000

5,954

3,573,511

1, 827, 139

k
.•••••••«••.

1, 513, 065

571.506

a For 1875-76.
6 Estimated by the Bureau.

cFor whites the school age is 6-20; for colored, 6-16.
d Exclusive of that of New Orleans.
e Census of 1870.

/The school age in Texas at our last report was 6-18;
the school population.

it has been made 8-14, considerably lessening

Statistics of institutions for the instruction of the colored race for 1877.

Name and class of institution.

NORMAL SCHOOLS.

Sust Normal Institute

State Normal School for Colored Students...

Lincoln Normal University

Emerson Institute

State Normal School forColore<l Students...
Normal department of Atlanta University . .

Lewis High School

Haven Normal School

Peabody Normal School

Baltimore Normal School for Colored Pupils.

Ccnt<*nary Biblical Institute

Tougaloo University and Normal School . . .

Location.

Huntsville, Ala . .
Huntsvillc, Ala ; .

Marion, Ala

Mobile, Ala

Pino Bluflf, Ark . .

Atlanta, Ga

Macon, Ga

Waynesboro', Qtk
New Orleans, La.
Baltimore, Md . . .
Baltimore, Md . . .
Tougaloo, Miss . .

o o

Mcth

Cong-

Presb
Cong .
Meth

Meth
Cong

o
o

3
4
2

4
5
3

4
8

81
120
147

83
168

89
125

95
134

77
106

EDUCATION OP THE COLORED BACE.

XXXV

StatUiicB ofiMtiiuUoms for the insiructkm of the colored race for 1877 — Continued.

Name and claas of institatioii.

lincofai Xormal Inatitate

State Normal School for Colored Studenta

fieonett Seminary

St Aognatine'a Normal School

Shaw UniT-eraity

Avery Normal Inatitate

Fairfield Normal Inatitate

Freedman*s Normal Inatitate

L<» Moyne Normal and Commercial School

Hampton Normal and Agricnltaral Inatitate. . .

Richmond Inatitate

BIrhmmid Normal School for Colored Papila . . .

Miner Normal School

Xormal department of Howard University

Normal department of Wayland Seminary

Total

DCBTTTtrnOXS FOB BKCOKDABT E(STRUCT10X.

Trinity School

Talladega College

Cookman Inatitote

Clark Univeraity

St Angnatine'a School ^,

La T#che Seminary

St Francea Academy for Colored Girla

Scotia Seminary

St Angnatine'a School

Williaton Academy and Normal School

Albany Enterprise Academy

High School for Colored Paplls

Wallingford Academy

Bninerd Inatitate

Benedict Inatitate

Brrwer Normal School

Claflin University

Canfield School

Xaahville Inatitate

Wiley University

St Stephen's School

St PhiHp's School

8t Mary's School

Total ,

UXIVKRSmES A3n> COLLRGB8.

Atlanta University

Berea College

Leland University

Straight University

New Orleans University
Shaw Univeraity

Location.

Jefferson, Mo

Fayetteville, N. C
Greensboro', N. C .

Raleigh, N.C

Boleigh^N.C

Charleston, S. C . .
Winnsboro', S.C..
Maryville, Tenn . .
Memphia, Tenn...

Hampton, Y a

Bichmond, Ta

Bichmond, Va....
Waahington, D. C
Washington, D. C
Washhigton, D. C

Athena, Ala

Talladega, Ala....
JacksonviUe, Fla .

Atlanta, Ga

Savannah, Ga

Baldwin, La

Baltimore, Md....
Concord, N. C . -•. .
New Berne, N. C . .
Wilmington, N. C

Albany, Ohio

Charleaton, S. C . .
Charleston, S. C ..

Chester, S.C

Colombia, S. C...
Greenwood, S. C. .
Orangebarg, S. C .
Memphis, Tenn ..
NashviUo, Tenn . .

MarshaU, Tex

Petersbnrg, Va . . -

Kichmond, Ta

Washington, B. C

Atlanta, Ga

Berea,Ky

New Orleans, La

New Orleans, La....
Holly Springs, Miss.

Meth...

P. E

Baptist .
Cong ...
Presh-.
Friends . .
Cong . . . .
Cong a. .
Baptist .

Non-sect.
Baptist . .

Cong ...

Cong

Meth...

M.E

P.E

Meth....

R.C

Preah .. .

P.E

Cong ...
Noo-sect

P.E

Presh -. ,
Presh .. .
Baptist . .
Cong ...
M.E....

P.E

Baptist . .

M.E

P.E

Cong . .
Cong . .
Baptist
Cong . .
Meth..
Meth..

6
3
2
4
5
8

13
8

14
5
6
2
3
(b)

10
8

4
3

8
2
5

3
4

4
1
6
2
5
2

122

127

240

316

340

204

296

274

104

232

(6)

110 3, 785

139
286

02
110

85
128
224

23
224
220
277
117

48
120
100
106

S3
150

66 I 2,807

5
el3

7
el2

33
129
4
223
110
180

• In addition to the aid given hy Amcrii-an Mlhslonury AsiMiclatiun, this institute has on appropri*
ition Ihmi the State. b Keported under schools of theology. e For all tiepartmenta.

XXXVI

HEPOBT OF THE COMMISSIONER OF EDUCATION.

Statisiios of inaUtutUmsfor the insirucHon of the colored race for 1877 — CoBtinned.

Kame and class of institation.

Alcorn Uniyersity

Biddle IJniyenity

"Wilberforce UniTwsity . . .

Lincoln University

Central Tennessee College

Flak University

Howard University b

Total.....

SCHOOLS OF THEOLOGY.

Bust Biblical and Normal Institate

Theological department of Talladega College . .

Institate for the Education of Colored Ministers .

Augusta Institate

Theological department of Leland University. .

Thompson Biblical Institute CSew Orleans
University).

Theological department of Straight University.

Centenary Biblical Institate

Theological department of Biddle University. .

Theological dei>artment of Shaw University. . .

Theological Seminary of Wilberfbrce University

Theological dejiartment of Lincoln University.

Baker Theological Seminary (Claflin Univer-
sity).

Theological coarse in Fisk University

Theological department of Central fTezmessee
College.

Theological department of Howard University.

TTayland Seminary

Location.

Bodney.Miss

Charlotte, N. C

Xenia, Ohio

Oxford, Pa ,

Nashville, Tenn....
Nashville, Tenn...
Washington, B. C .

Huntsville, Ala . .
Talladega, Ala...
Tuscaloosa, Ala. .

Augusta, Ga

New Orleans, La .
New Orleans, La .

Total

SCHOOLS OF LAW.

Law dei>artment of Straight University.
Law department of Howard University.

Total

SCHOOLS OF lUEOICIXK.

Medical department of New Orleans University
Meharry Medical Department of Central Ten-
nessee College.
Medical department of Howard University...

Total

SCHOOLS FOB THS DBAF AND DUMB AHD THE

BLIXD.

Institution for the Colored Blind and Deaf-

Mutes.
North Carolina Institation for the Deaf and

Dumb and the Blind (colored department).

Total

New Orleans, La

Baltimore, Md

Charlotte, N.C

IUleigh,N.C

Xenia, Ohio

Oxford, Pa

Orangeburg, Si^

Nashville, Tenn.
Nashville, Tenn.

Washington, D. C
Washington, D. C

New Orleans, La . ,
Washington, D.C.

New Orleans, La
Nashville, Tenn. .

Washington, D. C

Baltimore, Md
Raleigh, N.C.

Non-sect.
Presb....

Px«sb....

Cong

Non-sect.

5
al
16
9
8
»
7

108

Meth..
Cong . .
Presb..
Baptist
Baptist
ME...

Cong . .
ME...
Presb..
Baptist
ME...
Presb..
Meth ..

CoBg
ME.

Non-seot.
Baptist . .

2
2

5
3
2

6
6

2
5

4
6

4
2

ell

•14

■*»

126

145

134

6B
57

1,2T0

85
28
18

14
24

9
50

8
20

83
35

32
88

402

8
6

8
18

a For all departments.

h This institution is open to both races, and the numbers given are known to indnde some whites.

e Includes other employes.

EDUCATION OP THE COLORED BACE,

XXXVII

Summary of 8ta^Hc8 of institaiiona for the instruction of the eolortd race for 1877.

Florida.

Georgia ,

Kentnckj

Ixwiiidana

Harjland

MiaBiaaippi

Minonri..^....
Kortii Curoliaa

Obio

South Carolina.

Texas

Virginia

West Virginia

District of Columbia

Total

Public schools.

I
1

Normal schools.

168,706

43,518
3,800

42,001
175,304

53,126
108,548

63,501
174,485

82,910
141,031

144,315
111,523

80,587

202,640

6,080

11,000

1,513,065

64,745
7,255
1,663
16,185
48,643
10,107
40,000
24,530
76,154
18,774
73,170

55,062
43,043
23,432
65,043
2,847
6.054

571,506

4
1

1
2
1
1

2
2

3
3

•

5
7
8
6
14

25
6

InstitutioDS for sec-
ondary instruction.

408
83

382

05
211
106
122
513

666
400

610

101

110

3,785

1
1

3
1
6
2
1
2

3
7

15
7
2
7

375

62
185

436

1,007

205
53

236

2,807

Universities and
colleges.

Schools of theol-
ogy-

Schools of kfcw.

States.

Alabama -..........^r...

3
1

2
2

18
85

Georgia ......................... .......

1
1
3

6
13
23

33
120
337

TK*ntacky ,r--^ ^,,,,r^.-^-^,^,,,,,...,.,,.

2
5

60
24

Mnr\ Ismi

KississiDDi

1
1

11
7

216
126
145
134

North Carolina

2
1
1

1
2
2

5
6
5

Ohio

PRnnit\ 1 vaniA .T^rT--..«..»*.*«*<^*>.,,.'rT-rr

South C»ToHn»

TennMsee

93
57

7
10

68
120

I>istri4!rt of Columb**- r ---

Total. ,. ,..„,--,,--,,--,-

108

1,270

462

XXXmi BEPOBT OF THE COUHISSIONER OF EDDCATIOH.
Sutimtary of itatitlicg ofiiulitiitiontfortbeintlrwsUonoflheaoloTed root for 1877 — Cont'd.

ScbDoli cj medl-

School* for tho
dear uul dumb
■nd th« blind.

8tat«.

Loulaiaio

Manljiiul

......

Table ikoaing Oie mmbtr of lokooU for U« eolorod raet tutd enrotinent in then ig «ulit«-
Umu iritboHf r^nvncc to StaUa.

Schools.

E.r„h-™.,

alO,TM
27
23

05T BM

1.80T
1.270

Schuol f Uw

10, na

aTo th«e ouy b« uldul KIS schoola, harlDg ui curolineDt of ie,SU, in rcpDKlnK free Suiee.
total nnmber of colored public Bchoola 11.107 imd toUlmrohnent In lh«in Sgg.OM; llwlU be el
that thliitognienU the total Dumber of KbooU above given by 31G and theenrDlmeDtby lfl,!>4S.
the total Dumbec of schools, lu br lu npocled to (u, It.lM, and total uximbcr of the toloivd nc
iDttrnctlon In them, 598,5«5 -. this, however, does not inelude the colun-d public •chools of tbuee SUl.
In which no aeparat« reports are mode.

idgr

Table »how<*g On rniumnt a»d ditpontio* of tht nmt dithuned from the Feahodg find from
1866 to 1977, ioclnntir.

}

■«<

11, 7M

12,700
0,350

»3,560
7,800

W.502
B,000

5,700

tl mir

88,700
10,500

•4,800

I3i400
>0.00«

1M9

n.850

0,000

84,300

110,800

10,301

7,050

3, MO

8.000

0.B50

5,B50

5,000

5.000

IS. 050

13,00.

90.000

IBTl

15,05.

8,75«

2.500

8.800

8,550

6,800

a. 260

12,400

B.M0

22,05*

0,15.100,000

29.701

8,250

0,000

8.a»

B,MO

<,M0

11,500

17,0«130.»0

36. 7W

B.730
H,30*

8,800
8,700

1874

20D

6,500

0,000

0,700

2,750

1,000

3,000

.13,100

15, loo IH 600

2S,ja

miMw

10«

0,750

1.801

2,200

6.40(1

1,000

1S7B

17,801

8,0m

4,]5<l

3,700

1,000

5,500

9.96(1

2,000

4.45C

1,00«

10,101

8.800 78,300

1817

18, 2M

*,»00

4,aoo

4,000

^600

3.70O

5.990

2,000

10.800

6,300115,850

0.810 68.400

Totd

»1,2S(I

"•"•l"'"

71,082

48,450

M.4MiO«,67B

5i.K0 118,800 00,8001181,050

107,710 081.450

STATE SCHOOL SYSTEMS — ^^FREE TEXT BOOKS. XXXIX^

This nnparalleled benefaction, administered by the tmstees through their agent,
Rev. Bamas Sears, D. d., ll. D., continues its great ^ork of aiding those cities and
towns that help themselves to educational privileges for their youth. The above
figures, covering a period of ten years, are most suggestive ot the vast good accom-
plished.*

TOWNSHIP SCHOOL SYSTEM.

TTie oldest American educational idea was that of Massachusetts, which looked to
an elementary school in every town containing 50 householders, with a grammar
school where there were 50 more householders. A somewhat more recent but more
widely spread idea was to have ordinary schools for every township, a higher
school for every county, and a college or university for every State. The township
was the unit of the whole school system, and many thoughtful men are question-
ing whether it ought not to be restored to that position, instead of being broken into
incohesive fragments called school districts, as is conunon now. Some arguments for
such a restoration are as follows :

1. The present district system involves almost necessarily numerous poor school-
houses, because the few people in a district cannot generally afford a good one. The
population being scanty, schools are small, with imperfect classification of the pupils
and recitations too numerous and too short for fair results. Poor teaching is inevitable,
from, the need of getting for each little school the cheapest teacher to be had ; and yet
a gTea,t proportionate exx>ense is incurred on the whole, since in the case of every two
school-houses where one would satisfy all real wants, there must be two teachers,
two fires, and two sets of furniture, besides the cost of the unnecessary building. With
all this, too, there is frequent uncertainty as to ill surveyed and ill marked district
bonndaries, involving uncertainty as to which district is to collect the tax and edu-
cate the children, and great liability to disputes and bickerings on this account.
And then there is perfect certainty of often having in the district board men unfit to
supervise and help a school.

2. The township system, on the other hand, providing boundaries settled by indis-
putable surveys, removes all ground for disputes on that point; it affords an opportu-
nity to obtain for the township a school board of intelligent and good men, and
through such a board better management of school funds, better choice of teachers,
better arrangement and gradation of the schools, and wiser supervision of them.

These being the invariable characteristics and results of the two systems, a number
of the States are endeavoring to get rid of the district and substitute the township
system. The voice of the State sui>erintendents is believed to be uniformly in favor of
the change.'

FREE TEXT BOOKS IN FREE SCHOOLS.

From a desire to extend to every child the full advantages of public instruction, the
laws of thirteen of our States make provision for supplying indigent pupils with the
needful text books free of charge. These books are understood to be held by the chil-

1 Tbe report of the State Normal College at Xashville, Tenn., for the year ending Soptember 1, 1877,
showH that the second year has been much more aacoeflsful than its most sanguine fHouds anticipated
it would be — a result largely due to the amount appropriated by the Peabody education fund for its
Mxpijort, which was $9,000 for 1877 ; the State contributed nothing. The first annual commencement
was held May 30, 1877, and was very largely attended by prominent educators and citizens. After q^
address by ex-Govemor Keill S. Brown, the degree of licentiate of instruction was conferred upon
tlie graduates.

* As bearing on this point, the opinion of an intelligent and clear-sighted foreigner may not be with-
out interest : "The district is a territorial unit not only too narrow but too variable to serve either as
the basis for a wise distribution of school funds or for efficient supervision of the schoobi. Chance,
caprice^ sometime the interest of a single family, or an insignificant village rivalry, sometimes, also,
the pn^udioes or carelessness of a single man, may determine the fate of a locality, either burdening it
trith useless taxes, depriving it of any school whatever, or giving it a very poor one. The district sys-
tem has been tried ; it is not liberty, but chaos. Those who are engaged in elementary instruction with
one Toice demand its repeal."— (M. F. Bnisson, Kapport snr rinstruction primaire h I'Exposition Uni-
Tcnelle de Philadelphie.)

XL REPORT OF THE COMMISSIONER OF EDUCATION.

dren as a loaiif to be retnmed in the best condition possible to the school boards after
use, and to be passed on from session to session and from child to child. The benefits
derived from this arrangement have been so many and so various as to give rise to con-
siderable discussion of the question whether the system of a free supply of books by
school boards would not better be made universal, instead of partial and discriminat-
ing, as it is.

The advocates of a system of free supply urge in favor of it that it saves expense,
the books being purchased at wholesale; that it saves time, enough books for ever^"
scholar being thus available at the opening of each term ; that it secures for a district
a desirable uniformity of text books, making the work of teachers greatly easier and
more effective than in other cases ; that it thus promotes better classification of pupils,
so that more time can be given to each class ; that it increases the attendance on the
schools; and, finally, tlxat it prevents expense and annoyance when a pupil goes from
one district to another.

In view of these advantages, our two largest cities, New York and Philadelphia,
have for a long time furnished free books, and smaller cities, such as Bath and Lewis-
ton in Maine, Fall River in Massachusetts, Newark and Paterson in New Jersey, have
followed their example, with the happiest results. Four of the States, too, now
explicitly provide for allowing the system of free supply. Maine, Massachusetts, and
Wisconsin leave the matter to be decided by district or town meetings and city coun-
cils and the local school boards ; and New York authorizes city boards to furnish
books to pupils out of any money provided for the purpose. In most of the remaining
States the laws are silent on this point, except, 03 before mentioned, where a supply
for poor pupils is allowed. But in California, Iowa, Michigan, New Jersey, and Penn-
sylvania the State superintendents express themselves as decidedly in favor of furnish-
ing free all the books needed. Superintendent Carr, of California, further ventures
the opinion that in the silence of the law there is no obstacle in the way of the adop-
tion by any district of the free plan; and probably, in almost any State, districts
would be allowed to decide the matter for themselves, provided that proper notice be
given beforehand to the people of the intention to discuss and determine the question
at a specified time.

DEVELOPMENT OF SUPERVISION IN EDUCATIONAL SYSTEMS.

History constantly affirms the necessity of education to the permanence and prog-
ress of every administrative system. The Christian church, it is well known, insti-
tuted a formal organization for the training of its officers in their respective duties,
and, as long as its supremacy over the state was allowed, assumed also the education
of the officers of government. The University of Paris, the University of Vienna, the
schools and colleges of the Jesuits, were instances of the church's exercise of this
inestimable power. Gradually, states recognized that education is one of the chief
forces in their possession, and resolved to apply it to the whole people. These succes-
sive aims, ecclesiastical, political, popular, were combined in the educational system of
Prussia.

The power which the church had derived from education, Frederick the Great di-
rected to the general good and glory of the state ; the salient provisions of his system
wsre, on the one hand, the beginning of normal schools supplying special training for
officials, and, on the other, compulsory education insuring an intellectual training to
every individual. Step by step, the other states of the Old World are adopting the
efficient system out of which came the present supremacy of Northern Germany in
European affairs.

In the history of our own country, education presents an impressive reconl.
Says President Quincy in his History of Har\'ard College: "The first necessities of
civilized man, food, raiment, and shelter, had scarcely been provided ; civil govern-
ment and the worship of God had alone been instituted, when the great interests of
education engaged the attention of the colonists of Massachusetts. ''

SCHOOL SUPERVISION. XLI

The PTO0& of this immediate concern are the colonial laws of 1642 and 1647, form*
ally enacting what had already been practically establiBhod, and making Harvard
College the expressiye crown of a well ordered system of public instruction.

Like the Hebrew, the Puritan syllabled his XMitriotism and his adoration in a single
expression, ^' If I forget thee, O Jerusalem t'' Schools and college were in his concep-
tion the common nursery of state and church, developing by the same process the
citizen and the christian, since in a community where the privilege of electing officers
and holding office was vested exclusively in freemen, and where none could be lYeemen
but church members, the two characters were comprehended in one. Education formed
Beeessarily an inherent element of the administrative policy. To these early move-
ments in our colonies may be traced the educational ideals that pervade our history.

In the complete separation of chiv^h and state, however, while the provisions for
education continue and multiply, its aimrf and its control have been involved in sin-
gular confusion ; nevertheless, in the irregular development throughout the States,
the tendency to efficient supervision has maintained itself in continuous life, some-
times obscured by opposition, sometimes firmly marked, but always traceable.

At first the only distinct and separate officer in the affairs of church and state set
apart to education was, under the clergy, the teacher. Afterward, as education devel-
oped in towns, it came under the control of the same committee or officers as other
civil affairs of the town.

By degrees the school came to be recognized as so imi>ortant in itself, so distinct in
its objects from other branches of administration, that the necessity to the state of
setting apart for school government a class of officers especially fitted for educational
responsibilities was fully admitted; the town school committees followed.

As the duties of school supervision increased and forced themselves upon the at-
tention of the State, for a time they were treated as subordinate and committed to some
one of the State officers who had other duties, as, for example, the secretary of state ;
bot these experiments invariably proved detrimental to education and unsatisfactory
to the x>eople ; and it is generally a disadvantage for a man to advocate a return to such
provisions. To-day the State that should aboUsh or cripple separate State supervision
of education and commit it to another officer of the State would be universally con-
denmed among educators as going backward. The development of this important
principle can be better understood by the particular account of the successive move-
ments in New York.

In 1795, Governor George Clinton reconunended to the Legislature the establishment
of common schools throughout the State, in pursuance of which recommendation an
act was framed and approved April 9, 1795, entitled ''An act for the encouragement of
schools.'' This act appropriated (50,000 a year for five years, for fostering and main-
tuning schools in. the several cities and towns of the State; made explicit provision
for the division of funds and for treasurer's certificates, and for the supervision of the
schoola under local commissioners and trustees ; it also directed reports as to the de-
tails of the schools to be transmitted to the secretary of state, to be by him laid before
the Legislature. Thus, in the first legislative action in New York after the Revolution
toward organizing a common school system, the importance of supervision in educa-
tion was distinctly recognized. ** On the basis of this simple organization," says Mr.
Randall, ''the foundations of our present school system were originally laid." Seven-
teen years later, in 1812, occurred the first legislation contemplating a permanent
system of common schools. Then the office of State superintendent of common schools
was created. Each town was required to elect three commissioners of common schools
and frx>m one to six inspectors, who with the commissioners were to have supervision
of the schools and to conduct the examinations of teachers ; at the same time the
offices of trustees, clerk, and collector were created for each school district.

The following year, 1813, the office of superintendent was bestowed by the council
of appointment upon Mr. Gideon Hawley, who served till 1821, and to whom must be
ascribed the honor of having thoroughly organized the common school system of the

XLn REPORT OP THE COMMISSIONER OF EDUCATION.

State. He was remoYed on purely i>olitical gronndS) and a }>eTBon wanting in the
requisite qualifications of a sux>erintendent of schools was appointed in his stead; this
led to a notable change respecting State supervision. A law or clause of a law was
enacted that the secretary of state should, ex officio^ be the superintendent of common
schools.

This law remained unchanged till 1854, but not without strong recommendations from
time to time on the part of the secretaries of state and others in favor of a separate
and distinct department of school superintendence.

The constant agitation of the subject is indicated by a series of acts : thus, the act
of 1841 created the office of deputy superintendent ; that of 1843 abolished the office
of town commissioner of schools and inspector of schools and created the office of
town superintendent; and the act of 1847 abolished the office of county superintend-
ent and ordered the returns of town superintendents to be made to county clerks.

The great interests involved in the educational administration were now so 'distinctly
recognized that in 1851 the assembly, by resolution, authorized the governor to ap-
point a commission to report to the legislature at its next session a common school
code for the State. Hon. S. S. Randall, the commissioner under the resolution, recom-
mended, as one of the permanent changes required, in the then existing law, 'Hhe
separation of the office of State superintendent of common schools from that of secre-
tary of state and its creation into a separate and'distinct department.'' Governor
Horatio Seymour strongly recommended such separate organization of the department
in his message to the legislature in 1854, and accordingly an act for the purpose was
passed the March ensuing. '^This important measure," says Mr. Randall, from whose
History of the Common School System of New York the above facts are mainly derived,
**wa8 warmly supi>orted by Hon. E. W. Leavenworth, then secretary of state, chiefly
on the ground of the incompatibility of the duties pertaining to the office of superin-
tendent with those required of the secretary of state."

Thus, aft«r a period of more than thirty years, the State of New York returned, in
1854, to the system of a separate department for common school superintendence, which
has been coutinued to the present time.

The development of the same system in Maine is also pertinent to the present inter-
est in the general subject. The first school law in this State was passed in 1821, one
year after the separation from Massachusetts. With respect to school supervision,
this law provided for the election at annual town meetings of a superintending school
commissioner for each town and plantation, whose duty it should be to examine teach-
ers, select school books, visit and inspect the schools, &c. It also provided for the
choosing of a district agent for each district, whose duty it should be to hire teachers
for the district and to provide the necessary utensils and fuel for the schools. No pio-
vimon was made in the law for any reports concerning the schools to either town or
State officers.

The act of 1821 was so amended by the act of 1825 as to make it the duty of select-
men to present returns to the secretary of state, once in three years, as to the number
of school districts, the number of scholars in each, the number of scholars usually
attending school, the length of school sessions, and the amount of money exx>ended
for the same. The law was inadequate to the results desired, and the returns secured
were of little or no value.

These partial acts accelerated the grand movement, and in 1843 vigorous efforts
were made by the friends of education in the legislature to improve the schools by
a State organization. A bill was immediately introduced to establish a board of
school commissioners, which, however, failed to become a law ; a bill introduced in
ld45 by Stephen H. Chase, of Fryeburg, providing for school commissioners to be
appointed by the governor and council also failed to become a law. Notwithstanding
these failures, the public will was moving steadily toward an efficient supervision of
schools. In accoixlance with a memorial to the legislature drawn up by a convention
of teachers and friends of education, Hon. £. M. Thurston introduced a bill to estub-

SCHOOL SUPERVISION. XLHI

lidi a State board of education, "which became a law July 27, 1846. The board was
to consist of one member firom each county, to bo chosen annually by the superin-
tending school committees of the seyeral towns and the clerks of the several plan-
tations in each county ; it was required to elect, each year, one person, to be styled
the secretary of the board of education. A x>enalty was imposed on towns for neglect-
ing to make school returns and teachers were ordered to keep registers. ** The estab-
lishment of the board of education," says Mr. Corthell in his review of the school
legislation of Maine, ''marks the era of reform and advance in school work."

The new system was variously modified by the acts of 1850 and 1851, and in 1852
the ^* board of education " and the '' secretary of the board " were abolished, and a law
was enacted making it the duty of the governor and council annually to appoint a
eonmiissioner of common schools for each county, who was charged with the super-
vision of the schools of his own county.

In 1854 an act was passed establishing the office of State superintendent of common
schools, and by an act of 1868 the powers and duties of the superintendent were fully
defined and his office was fixed at the seat of government. Thus, after various
experiments, ranging through a history of forty-seven years, efficient school super-
vision was made the law of the State.

The development of common school supervision in the various States has been sub-
stantially the same as in New York and Maine. The correctness of the principle, the
necessity of its application, are now universally admitted; it is in active operation in
every State of the Union, Oregon and Delaware having been the last to adopt it.

Following is a list of the designations of State educational officers in the sevei*al
States and Territories, with their mode of election or appointment and term of service.

XLiy BEPORT OF THE C0MMI8SI0KEB OF EDUCATION.

Official Utle, mode of appointment, and term of Bervioe of State and territorial $uperintemdemt^.

AlAbama —
ArkaoBM . . •
California. . .
Colorado . . .
Conneoticiit

Delaware..
Florida....
Creorgia . . . .
Illinois....

Indiana

Iowa

Kansas —
Kentucky .
Looisiana .
Maine

Maryland

Massachusetts . .

Michigan

Minnesota

Mississippi

Missouri

Nebraska

Nevada

New Hampshire
New Jersey ,

New York

North Carolina

Ohio

Oregon

Pennsylvania . .

lUiode Island . .

•

South Carolina.
Tennessee

Texas

Vermont ,

Virginia

Wi'st Virginia.
Wisconsin

Designation of officer.

BTATE SUFSBIXTENDKim.

State superintendent of education

State superintendent of public instmetion
State superintendent of public instruction
State superintendent of public instruction
SecretacyofStato board of education

State superintendent of free schools

State superintendent of public instruction

State school commissioner

State superintendent of public instruction
State superintendent of public instruction
State superintendent of public instruction
State superintendent of public instruction
State superintendent of public instruction
State superintendent of publio education. .
State superintendent of common schools . .

Alaska

State superintendent of public instruction a.

Secretary of State board of education

State superintendent of public
State superintendent of public
State superintendent of public
State superintendent of public
State superintendent of public
State superintendent of public
State superintendent of publio
State superintendent of publio

instruction
instruction
education..

schools

instruction
instruction
instruction
instruction

State superintendent of public instruction
State superintendent of publio instruction

State commissioner of common schools

State superintendent of public instruction
State superintendent of public instruction

State con^missioner of public schools.

State superintendent of education

State superintendent of public schools

Secretary of State board of education

State superintendent of education

State superintendent of publio instruction

State superintendent of free schools

State supermtendent of public instruction

TEBBITOBIAL 8UPKBINTKKDKNTB.

Elected or ap>
pointed by
the—

People

State board of
edaeatioiL

Governor

Crovemor

People

Governor and
connciL

State board of
education.

People

Governor

People

Governor

State board of
education.

Legislature...

People

Governor Kud
senate.

State board of
education.

People

Governor and
senate.

Board of edu-
cation.

Genl assembly

People

Tetm of serrioe.

2 yean.

4yeara.

During pleMnre
of board.

lye

4 years.

2 years.

4 years.

2 years.

4 years.

4yearB.

8 years, ordnring
pleasure of ex*
ecutive.

During pleasure
of board.

No express lim-
itation.

2 years.

4 years.

2 years.

4 years.

2 years.

3 years.

4 years.

3 yean.

4 years.
4 years.

lyear.

4 years.
2 years.

During pleasure

of board.
2 years.
4 years.
4 years.
2 years.

a Ex officio, as principal of State Normal School.

SCHOOL SUPESYISION.

XLV

OJUial tUUy wu>de ^ ojipoHiteiciif, aii<i (erm of $ervice of State and territorial ntperitUend'

ernte — Continued.

Elected or ap-
pointed by
the—

Term of seryioe.

ArisaoA

Pres.ofF. S-.
GrOTcnior and

connciL
Diatrict com-

miaaionera.
Goyemor

ITot giyen.
2 years.

During pleaanre

of comm*r&
Not given.

Dakote

Territorial soperintendent of pablic InBtraction.

(a)

I>istofColiimbU.
T4iiIm>

Tndl^n

SuDerlntendeiit of schools of the Fire Nations . .

Montftiui

Territorial saperinteDdent of pablic instmction.
Secretary of Territory, ex officio

Goyemor

Prea. ofF. 8..

People

Goyemor

Goyemor .....

8 years.

New Mexico

T7t»h

Territorial snperintendent of diatrict schbols

Territorial snperintendent of public inatmction.
Territorial librarian, ex officio

2yean.
SyearsL

WMhingtoA

Wjoming

•There are two anperintendenta : The title of the first ia superintendent of schools for white obU-
dren in Waahington and Georgetown and of the county achools ; of the second, superintendent of
ackools for oolored childxeB in Waahington and Georgetown.

XL VI

REPORT OF THE COMMISSIONER OF EDUCATION.

Table II. — Summary of Bchool aiaiistice of

Cities.

Little Rock, Ark

San Francisco, Cal —

San Joa6,Cal*

Stockton, Cal

Denver, Colo

Bridgeport, Conn

Hartford, Conn

New Britain, Conn*. . .

New Haren, Conn

New London, Conn . . .

Norwalk, Conn*

Wilmington, Del

Atlanta, Ga

Anga8ta,Ga

Columbus, Ga

Macon, Ga

Savannah, Ga

Alton, lU

Belleville, HI

Bloomington, 111

Chicago, 111

Decatur, 111

Freei>ort, HI

Galesbnrg, HI

Jacksonville, HI

JoUet,Hl

Peoria, HI

Quincy,Ill

Rockford,H]

Rock Island, in

Springfield, HI*

Fort "Wayne, Ind

Indianapolis, Ind

Jeffersonville, Ind —

La&yette, Ind

Logansport, Ind

Madison, Ind*

Richmond, Ind

South Bend, Ind

Terre Haute, Ind

17,000
301,020
16,000
15,000
21.000
25,000
41,600
12,000
58,675
10,000
13,000
40,000
35,000
23,768
0,000
15,000
28,000
10,500
12,000
25,000
450,000
10,000
12,000
14,000
12,000
14,000
82,000
82,000
14.000
11,100
25,000
28,400
100, 000
10,000
22,000
15,000
12,500
14,000
15,000
21,000

a
>3

6-21
5-17
5-17
5-17
6-21
4-16
4-16
4-16
4-16
4-16
4-16
6-21
6-18
6-18
6-18
6-18
6-18
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21

6,462
51,889
3,074
8,011
2,481
6,376
9,621
3,176
12,964
2,101
3,254
9,178
10,362
4,912
2,463
3.442
6,919
3,164
4,467
7,292
110, 184
3,094
2,852
4,127
3,689
3,557
8,881
8,511
4,901
3,567
10,722
10,588
22,806
2,723
6,020
3,788
4,652
4,236
3,138
7,101

9
1

5
3
11
64
6
6

9
56

9
10

4
17
16
10
21

9
12
18'

9
16

•

teachers.

i
s

8
170

1,528

618

209

198

1,003

196

1,615

195

4,009

196

160

197

2,250

198

8,897

213

200

1,800

200

3,200

203

5,364

106

199

2,630

202

186

920

187

1,052

140

3,000

180

196

2,000

198

2,670

177

41,500

800

197

1,728

177

1,600

196

2,100

178

1,600

187

1,692

197

3,115

188

2,950

195

2,000

178

2,200

180

3,790

195

11,087

185

195

188

1,900

195

1,480

197

200

1,975

180

1,700

178

3,737

107|

Pupils.

* From Report of the Commissioner

a Assessed valuation.

b Includes cost of supervision.

9
10

9
23

6
12

7
12

of Education for 1876.

CITY SCHOOLS.
eities containing 7,500 inhabitants and over.

XLVII

PvpOa.

|3
•I 8
"I
S

S3
O

K -

300

400

120

100

450

•1,337

1,500

100

800

soo

250
100
350

aoo

700

20,000
200
200

1,000

004

1,600

1,800

475

450

2.300

1,340

300

1,000

276
565
230
300

o w

O 9

9 ja
S

1*J

a$5.270,4d0

a260. 262, 343

9,000,000

5,000,000

16, 000, 000

17, 000, 000

♦a47, 1C2, 324

a4, 592, 952

65, 852, 000

10, 000, 000

9,000,000

25,399,000

20,000,000

12, 336, 700

4,000,000

7,500,000

5,000,000
5,000,000
8,500,000
al48, 400, 087
9, 114, 756

5,500,000
2,778,789
3, 249, 080
16,000,000
20,000,000
12. 000, 000
12,000,000

12.294,460
73,822,993
a2, GOO, 000
14, 000, 000
a5, 666, 055
a4, 400, 000

o d

I-
I*

al3, 841, 060

$60,715
2, 574, 000
152,000
142.900
186,540
144.500
♦1, 755, 269

99,500
532.722

87,500
111,000
265,339

96,000

26,500

24,500

96.500

75,500

104,600

230, 471

2,436,056

95,600

57,300

112, 815

150.900

65,650

157,300

217,000

120,000

112,600

150,000

224,650

883,986

60,000

193,000

180,000

60,000

81,000

215,471

8 u

V St

2.1

1.5

7.5

3.25

15.25
2.7

2.5
2.12

2.25

4.4

11.5
14.5

2.92

4.5

6.5

4.6

3.5

3.4

$942, 616
66,666
50,701
59.061
62,410
101,066
37,050
228,284
26,547
69,861

35,709

e32,706
12,145

<16, 457
42,505
20,685
40,024
66,292

849. 757
40,109
84,577
32,079
46,948
25,001
77,500
54,130
43,623
23,872
32,100
99,361

311,456
23,003

48,575
26,450
72,710
44.494
95,046

Expenditures.

►
p 5

$4,120

22,279

21.612

924

4,417

6,725

12,700

29,637

255

1,573

800

140

1,404

1,101

136

2,742
106

6$17,308
537,389
27,700
28.920
27,728
42,950
80,192
19,695
132,963
19.546
24,700

28,788

7,557
350

15,502

28,203

154

5,306
3,154

12.625

6.917

7,046

34.723

11.075

21.672

26.500

M51,053

15.385

614,968

13, 710

17,070

616,330

33,100

27,326

17,477
24,954
37,065
121.319
12, 918

13, 539

20,686
11,207
41,308

$21,429

800,709
65,248
38,044
60,060
62,336

194,962
40,601

206,436
26,547
36,700

35,662
20,221
11,933
12,337
42, 181
15, 078
35,043
65,530

684,534
29,910
34,508
20.813
48,530
20,650
76,794
54,323
37,517
25.433
83,751
71,642

215, 410
19, 126

ATerage expen-
ses per capita of
dally aT. att in
public schools.

§ §
s t

$15 33
24 00
20 39

22 49

12 00
18 41
14 64

13 50

12 78

12 51

13 00

10 10
13 02

11 57

12 13

13 10

10 18

41,888
15,872
34.158
17,093
66,440

10 88

11 02

13 77
13 73
16 08

13 04

16 30

e These statistics are for seven-eighths of the city only.
cT This nfonbe*.* excludes duplicate enrolments.
€ These receipts ore for the whole county.

$3 40
4 80
9 81

6 11

3 50
5 84

2 25

2 02

2 21
1 20

2 60

2 22

3 97

4 05
3 31

3 41

2 80

3 61

3 60

3 G4

4 14

8 46

3 49

1
2
3

4
6
6
7
8
9
10
11
12
13
14
15
10
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
87
36
30
40

XLVin BEPORT OF THE C0MMI8SI0NES OF EDUCATION.

Table II. — Summary of $chool

41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
50
60
61
62
63
64
65
66
67
68
60
70
71
72
73
74
75
76
77
78

Cities.

Barling^ton, Iowa

Coimcil BlaflB, lowft. .

Daveni>ort, Iowa

Des Moines (w. side), la

Dubuque, Iowa*

Keokuk, Iowa

Atchison, Kan^

Lawrence, Kans. . . —
Leavenworth, Kans* . .

Covington, Ky

Lexington, Ky

Louisville, Ky*

Newport, Ky

Paducah, Ky

Now Orleans, La

Bangor, Me

Biddeford, Me

Lewiston, Me

Portland, Me

Baltimore, Md

Adams, Mass

Boston, Mass*

Cambridge, Mass

Chicopee, Mass*

Fall River, Mass*

Fitchburg, Mass

Haverhill, Mass*

Holyoke, Mass

Lowell, Mass

Lynn, Mass

Marlboro*, Mass

Milford, Mass

New Bedford, Mass* . . .
Newbnryport, Mass*..

Newton, Mass

Pittsfield, Mass*

Salem, Mass*

Springfield, Mass

28,000

al0,020

*24,000
14,000

li24,000
15,000
12,000
08,320

al7,873
35,000
15,000

125,000
18,500
10,000

203,430

*18,500
12,000

♦20,000
36,000

350,000

<15,765
1 341, 019

t47, 838
10,000
45,160
12,000

1 14. 628
18,500
53,000
32,600
8,581
00,800
27,000
13,000
16,700
12,255

626,000
81,000

5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
6-18
(26-20
6-20
6-20
6-20
6-21
4-2]
4-21
4-21
5-21
6-18
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15

I
I

I
1

5,063
3,128

3,502
8,806
5,732
3,000
2,652
5,660
0,800
5,080
/45,000
6.500
1,016

5,586
3,451
6,470

11,300

77,000

3, 171 18 2, 462

58, 636 146 56, 111

*8,218 28 8,866

1, 070 11 1, 400

7, 000 30 6. 856

2,170 10 3,253

2, 608 28 3, 211

2, 523 11 2, 268

7,540 41

5, 700 32 6, 132

1,086 11 1,771
2.223

4, 002 21 4, 000

2, 743 20 2, 680

2, 853 16 3, 280

2,558 2,260

4, 430 17 4, 307

5, 375 20 5, 000

* From Keport of the Commissioner of Education for 1876.

a Census of 1870.

b From Rei>ort of the Commissioner of Education for 1875.

e Assessed valuation.

dThe legal age for colored children is tnm. 6 to 16.

e These statistics are for white schools only.

3,850
1,590
4,618
2,100

2,500

2,720

■

810

2,072

4,100

71
20
04
36
73
52
23
28
40
C5
clO
820
40
14
430
75
88
68
114
764
53
1,306
216
30
127
67
80
57
100
111
36

-a

102
108
101
188

180
180

108
200
192
202
200
215
172
182
106
184
200
186
100
224
200

105

103

124

102
101
194
103
105
205
W75

203
255
197
170
200
107

PupOa.

8,356

1,545

4,710

2,2U

2,867

2,500

1,210

1,440

2,048

3,500

«1,232

17.533

2,674

700

23,156

p3,700

flr2,002

3,560

6,161

173,374

55,417

10,323

1,147

7,537

2,768

2,632

2,550

j 10, 305

5,578

2,047

3,822
2,218
8,471
2,070
4,704
6,280

«
te

•s

2,003
020

3.269
1,300
2,365
2,100
1.130
1.210
1.042
2,420
e884
11.051
1,969

16,505
"3,226

3,200
4,225

1,022
42,645
7,000
891
4.150
1,004
2,003
1,578
5^250
4,400
1,536

3^622
1,850
2,462

3.284
4»472

CITY SCHOOLS.

XLIX

gtaUa^c* of HHetf ^c — Continued.

PnpflA.

g a!

•^ >

1,000
250

400

500

300

822
500

320
12,000

1,500

000

1,000

1,100

550

100

75
3S0

80
320
191
725

o »

Is
s

$12,000,000

5, 472, 145

16,000,000

7,033,000

9,000,000

4,800,000

e2. 551, 630

e4, 367, 544

20,000,000

e4, 928.750

c71, 849, 772

06,200,000

6,000.000

088.973,030

<;0,906,100

10, 000, 000

11, 873. 558
30,892,845

11, 141, 767

0748, 878. 100

c55, 755, 000

051, 401, 467
010, 668, 319
12.500,000
19, 275. 964
50,000,000
24, 995, 339
03,439,025

$250,000

85.600

273,100

225,400

125,000

64,100

100,000

203,512

196,000

40.000

833.390

153,500

23,000

629.500

75,000

40,000

108,700

376,500

156,200

8,500,000

582.000

1,230.000
182,496
284,500
120,090
476,402
471, 200
59.500

282,000
105,100
443,000
01,400
341,500
554,500

&5
12
13

9
13
10
10

2.5

1.5

4.5

2.33
2.47

4.31
2.21
3

1.8

3.52

5.13

2.2

3.5

4.7

5.2

$87,925
52,355

117,390
55,216
54,075
40,370
93
25,975
55,070
68,000
15,112

274.132

31,282

0.897

262.949
36,200
22,130
33,705
70.442

625,813
20,483

036.087

188,504

97,101
37.508
53,507
27.376
163,185
106.652
18,410

■I'

3.66:

3.33;

2.79'

2.3

2.1

2.03

85,825
35.450
87,416
20,366
82,786
90,257

Expenditnres.

AverAgectpen-
soapercar'^cif
daily av. att. in
public schoolB.

$3,215

845

3.530

3,090
150
162

3.008
27,500

13,028

3,554

528

4,880
104,225

$33,450
15,362
49,409
20,795
33,230
28,089
9.35U
13. 435
23.881
35,000

106.501
17,273

7,r>o

206,914

16,938

24, 780

57, 98,'>

A449, 113

307.094 1,228,338

2,921

5,500

431

14.938

5,704

151, 574

82,543
28,2iO
42,354
19.242
99,152
68,843
15,535

92,500

18,084
1,493

60,0C0
25.060
62,025
20,460
58,001
72,138

$60,535
30,081
71, 500
49.184
45,987
35,340
13,640
29,474
53.031
68,800
17,987

285,302

29,645

9,C46

262,948
41. 512
21,309
38,010
76.357

000.514

2, 015, 580
188,564

107,683
37,508
54,652
26,220
407.009
106,652
20,030

182, 775
35,450
83,456
45,343
82,786
92,429

E 5-

$17 06

$5 93

18 45

6 37

17 05

3 05

15 96

8 00

12 09
12 29
14 70

16 46
9 40

12 51

13 50

5 65
3 00
2 28

6 32

2 38
8 00

(11 88)

11 26
14 31

5 46
2 62

(15 34)
25 94 ' 10 21

20 95

4 86

10 84 I
15 07 i
19 89 I
13 21 !

4 77
8 74

5 40
3 13

15 91
10 39

4 92
2 61

14 50
14 40
20 37

4 50
2 41
7 63

21 38 I
10 84 I

6 20

3 82

34,850,000

9,000,000
28,500,000

8,177.606

27. 216, 000

030, 602, 776

/Estimated.

g This nnmber exclades duplicnto enrolments.

h Includes eont of supervisiou.

{ Census of 1875.

j Tlus is exduMivo of tlie evening schgols, in wbicli there is a total enrohnent of 1,27&

IrFor grammar and high schools; for primary, 155.

B— IV

50'

62r

73-

7»

BEPORT OF THE C0MMI8SI0NEB OF EDUCATION.

Tablb IL^Summaty of ttdiool

80
81
82
88
•84
85
86
R7
88
80
90

100

101

102

108

104

105

106

107

108

109

110

112

113

114

116

117

Cities.

TaontoD, Maas

Weymouth, Haas* . . .

WobnrDf Maaa

Worceater, Maaa

Adrian, Mich*

Aim Arbor, Mich . . . .

JXayCity.Mich

Detroit, Mich

Saat Saginaw, Mich . .
Orand Rapida, Mich . .

Saginaw, Mich

Minneapolia, Minn c ■ .

St Paul, Minn

Natchez, Misa*

Yicksburg, Misa

Hannibal, Mo

Eanaaa City, Mo

St. Joseph, Mo

St Louia,Mo

Omaha, Nebr

Manchoater, N*. H

Naahua.K.H

Portamouth, N. H

Camden, N. J*

EUwibeth,N.J*

Jeraey City, N". J

Newark, N.J*

New Brunawick, N. J.

Orange, N.J

Pateraon, N. J

Trenton,N. J

Anbnm, N. Y

Binghamton, N. Y* . . .

BuflWo.N.Y*

Cohoea,N.Y

Elmira,N.Y

Ithaca,N.Y

Kingston, N. Yj^

Lockport^N.Y

19,000
9,810
10, 106
52,000
10,000
7,500
18,000

►110,000
17,600
30,000
10,500
35.000
40,000
9,000
11,000
12,000
42,000
25.000

500,000
22,000
25,000
11.6(A)
10,000
40,000
25,000

120,000

120,000
18,000
U,300
39,500
26,031
18,500
10,500

143,594
22,000
22,000
10,100
•8,000
13,000

5-15

5-16

5-15

5-20

&-20

5-20

6-20

5-21

6-21

5-21

6-20

5-21

5-15

&-16

5-18

5-21

•mm

3,413
1,930

ol,055
9,097
2,824
2,419
4.278

35,739
5,117
9,129
2,835

11,134

2,400

3,306

8,303

6,822

146,000

4,753

3,065

2,307

2,154

10,842

0,817

37,482

37,206

/5,496

3.513

13.103

9,040

5,162

4,509

/40,000

9.207

5,752

2,601

4,185

m
tc

I
i

3,821
2,128
2,475
8,522
1,600
1,800
2,320
12,549

4,000
1,430
3,400
8,800
750
1,090
1,575
3,600
3,022
38,510
2,391
3,380
2,140

5,500
2,588
12, 810
12,831
2,370
1,184
5,991
2,900
2,871
2,368
14,000
2,000
3,799
1,535
1,477
2.524

* l*Yom Beport of the Commiaaioner of £ducation
a Number between 5 and 16.
b Includes coat of auperviaion.
sWeat division.

81
44
43

203
29
82
40

228
49
87
28
78
77
12
23
28
58
64

870
45
82
48
40

103
60

804

282
44
81

100
72
52
64

420
67
79
81
27
43

for 1876.

■a
I

Pupils.

195
196
200
192
193
200
106|
183
195
192
1044
196
194
90
183
148
197
180
198
196
188
175
244
190
202
205
205
202
200
203
195
193
207
203
204
196
192
206
198

g'2.

5 s
° 2

3,739
1,931
2,127
9,901
1,449
1,864
2,841

13,827
3,177
6,019
1,564
3.607
4,316
601
1,450
1,877
4,334
3,514

47,676
2,911
3; 975
2,148
1,964
5,270
2.919

18.970
2,769
1,561
9,374
2,706
2,616
3,187

20,240
3,980
4,496
1,729
1,790
3,014-

!•

2,712
1,653
1,726
6,801
039
1,337
1,720
9,641
2,224
8,148
1,073
2,380
2,9C>0

1.074
1,299
2,529
2,417
27,681
1,906
2,509
1,531
1.402
4,039
2,298

10,033
1,733
1,035
4,483
2.518
1,043
2,123

13,320
1,038
S.O.'TF
1.205
1,172
1.866

CITT SCH00L8.

ttati»tie8 of dHes, ^0. — Continned.

Pupils.

100

1,325
500
270

51,000

100

800

400

800

2,500

290

300

1,000

825

22,486

200

2,000

1,200

1.800

8,000

7,378

1,200

850

1,400

2,300

1,100

507

10,000

875

48
297
500

120,000,000
6,586,440
8, 074, 522

00.002,200
5, 014, 005
4,298,145
8,800,000

04, 570, 905
8,756.545

80,000,000
6,125,708

27, 000, 000

60,000,000

4,000,000

2,780,000

«8, 400, 000

12. 000, 000

287,488,700

25.600,000

el5, 605, {>18

8,900,000

9, 567, 765

27,000,000

80,000,000

90,500,000

160.396^666

12,138,570

9,000,000

33, 511, 614

12,000,000

12. 160, 000

10,015,775

10, 500, 567

13,730,918
6,000,000
4,000,000

10, 000. 000

1202,000
115,000
193.000
872,225
151,500
130,700
140,000
633,716
125,500
270,000
160,000
321,500
304,000

44,250

80,500

200,000

118.606

2,629.543

434,975

278, C75

234,301

80,600

116,500

764,582

1,015,000

150.000

92,500
247,500
138.743
127, 200.
223,753
870,000

88,500
805,200

30,500
146,500
102,000

3.15

4.18

3.2
14

15.6
15

a83
1

2.75

3.19

3.4

2.33

2.68

2.4

0.76
2
8.26
8.1

7.46
3.21
4.7
ia28
2.92

o
H

$50,067
24,551
31,503

145,058
36,052
82,491
38,798

806,833
41, 512
85,420
39.885

117. 611
21,678

15,800
21,579
81,186
61,752
1,265,194
83,686
52,155
28,740
23,010
86,750
43,624
222,560
217,037
41,757
26,207
75,988
51,230
46,942
48.734
282,820
70,863
84,907
26,850
32,407
40,815

ExpenditoTM.

$11,982

10,865
1,343
8,518

28,448

804

8,842

825

84,179

600

224

2,400

173,336

13,784

2,674

214
2,850

1,000
1,000
7,558
488
5,924

8,872
1,923

1,496
1,986
1,845
919
2,193

$36,866
20,340
25,316
114,046
11,844
16,000
17,464
6136, :t05
22,628
42,808
12,^19
47,785
42.707

14,240
10,665
38,784
30, 312
6564, 478
31,907
38,119
19,449
619. 497
48,053
29,635

131,079
10,001
14,327
49,808
34,468
24,450
27,436

528,086
80,870
15,078
16,183
22,838

I
I

o
H

$50,067
40,068
32,315

145, 058
34,112
31,606
33,072

213, 214
41,060
72,648
28,874

106,470

d66,440

d Expenditures as reiwrted were $70,820 ; but the items given

e Assessed Talaation.

/Estimated.

g These statistics are for the Kingston school district only.

17,140
14,047
81,186
61, 073

007,830
77,036
62,156
28,093
25,005
86,302
41,985

222,550

208,032
40,666
23,001
75,253
44,462
85,051
30,770

806,000
88,812
66, 296
24,520
82,497
82,012

amount

Average expen-
ses per capitn of
daily av. att. in
public schools.

3 t

$14 25
18 16

17 25
14 79
13 46
11 20

11 07

13 62
20 08

14 55

13 51

8 21

16 12

18 48

19 15
16 80
18 22

12 16
18 10

16 00
12 25

17 77

11 74
14 68

18 36

12 35
23 40
14 09

13 80

14 17

15 40
12 67

to $66,440

$3 95
8 68

897
2 14
8 64
8 37

6 41

464
660
1 24

2 70
2 74
4 33
8 98

4 96

4 19

5 12

507
497

4 23

3 81

4 07
4 04
8 00
8 16
2 40

8 68
8 98
4 01
8 68
8 05
only.

100

101

102

103

104

105

106

107

108

109

111
112
113
114
115
116
117

LII

REPORT OP THE COMMISSIONER OP EDUCATION.

Table II. — Summary of 9<A4)ol

118
119
120
121
122
123
124
125
12G
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158

Cities.

Long Island City, K. Y.

Kewburgh, N. T

X(Bwrork,N.T

Ogdensborg, N. Y

Oswego, N. Y

Poughkeepsie, N. Y . . .

Ilochester, N. Y

Romo.N.Y*

Saratoga Springs. X. Y

Schenectady, N. Y*

Syracuse, N. Y

Troy.X.Y*

Utica,N.Y

Watertown, N. Y*

Yonkers, X. Y

Akron,Ohio

Canton, Ohio

ChiUicothe, Ohio

Cincinnati, Ohio

Clevcbind, Ohio

Colombns, Ohio

Dayton, Ohio

Hamilton, Ohio

Mansfield, Ohio

Newark, Ohio

Portsmouth, Ohio

Sandusky, Ohio

Springfield, Ohio

Steubenville, Ohio

Toledo, Ohio

ZanesviUe, Ohio*

Portland, Oreg

Allegheny, Pa

AUentown, Pa

Altoona,Pa

Carbondale, Pa

Chester, Pa

Danville, Pa*

Ea8ton,Pa

Erie.Pa*

Harrisbnrg, Pa

19.000
17,300
1, 200, 000
11,000
22,400
20,000
75,000
13,000
♦9,000
13,000
59,t)84
50,000
35.000
11,000
18,500
17,000
12,500
13,000
267,000
133,650
49,381
85,000
14,000
10,000
11,000
12,000
17,000
20,000
13,500
50,000
18,000
15,000
70,000
15,000
17,000
8,500
14,000
7,000
14,000
27,000
28,000

4-21
6-21
4-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
6-21
5-21
5-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
4-20

6-21
6-21
6-21
6-21
6-21
6-21
6-21
0-21

0«

s.
1

5,170
5,885

4,053

8,831

6,002

29,146

3,305

2,711

4,430

16.824

dl7.900

(211,200

3.123

6,437

4,150

3,675

8,241

93,042

45.429

14,209

10,709

5.546

2,738

3,519

8,968

6,491

4,994

5.036

18,902

5,411

8,807

dl5,000

3,280
2,500
8.400

8,402

a6
bo

a
.a

«M

o
u

M
1

2.000

2.842

*132

151, 091

1.400

3.900

2,765

1,501

1,960

> • • • •

1,740

8,287

4.'242

2,080

2,416

1,910

1,850

28,684

18,680

5,718

1,734

1,902

2,000

•^ ••••••

2,648

1,750

6,500

3,150

10,000

3,420

••••■•••

1,874

1,700

2,780

3,126

6,173

c
1

m
ea

o
J25

* From Rei>ort of the Commissioner of Education
a Excludes duplicate enrolments.
b Assessed valuation.

3,251

228

141

«583

350

143

114

129

198

for 1876.

201
100
203
197
195
202
197
192
100
202
197
204
196
191

195

189

188

207

196

192

195

200

176

184

198

185

198

1981

195

200

105

140

189

176

103

157

203

192

216

PnpiU.

t'i

03,100

3.415

205,327

4,529
3,989

11.838
2,103
1,793
2,183
8.174
9,282
5,026
2,015

03.276
2.658
1.958
1,758

81,370

21,980
7,111
5,603
1,762
1.764
1,701
2,079
2,290
2,835
2,285
7,636
2,946
2,026
9,672
3,288
2,382
1,879
2,062
1,679
2,316
4,267
5,242

c a

bJLO
>

1,914
2,196
125,777
1,000
2,896
2,187
7,867
1,174
1,042
1,493
7,261
5.474
3,351
1.267
1,892
2,081
1,308
1,498
24,420
15,146
5,402
4,148
1.343
1,301
1,230
1.571
1,757
2,095
1.751
4.451
2.118
1,527
8,024
2.281
2,024
1,159
1.702
1,127
1,725
2,627
3,287

CITY 8C!HOOL8.

Lin

$taU8iic9 af ctfiM, ^. — Continued.

Pnpila.

9j2

210

472

00,000

1,080

1,435

610

450

165

500

1,786

2.000

700

150

841

458

700

350

18,357

0,564

1,548

2,060

1,000

300

263

300

1,000

150

450

2,200

50O

386

4.000

400

907

100

250

125

150

1,300

550

3
I

•as

0«

1
I

$20,000,000

^20. 000, 000

61,101,092,003

b2. 248, 104

ftlO.711,170

25,000,000

50, 200, 775

5,4-13.534

15,000.000

30,603,380
46,688,702
69. 913, 032
12,500,000
621, 114, 118
10, 996, 474

10, 000. 000

300,000.000

210. 000, 000

43,500,000

25.000.000

6,188,214

10,088,000

63,890,000

7.000,000

14. 085, 000

60, 516, 456

6,000,000

619,568,720

12.000,000

8,800,728

655, 020. 811

610. 000, 000

6,180,000

2.500.000

8.914,973

3.600,000

69. 201, 624

22.430,977

17,222,268

$50,000

191,000

9, 694, 60q'

52.000
175,097
116^ 015
539,000

61,600

66,000

75,500
720,000
120,000
438,384

80,145
161,000
109,900
100,000
152,650
1, 853, 178
1, 608, 074
603,214
324,200
130,000
•160,500

95,000
152,500
202.600
150.000
111.200
600.600
171,000

85,095
893,031
400.000

66,800

25,000
100,551

75,000
255,300
299,820
413,218

7.5
7

3.4
4

2.331
2.2
12

2.4
43
2.6

3.151

5.5

3.4

4.5

4.6

4.9

3.75

4.6

5.5

4.5

4.1(^

5
10
11

3.5
14

4.5
13

e Includes a balance on hand
ciEatimated.
# Ayenge nmnber.

e
H

$38,832
51,350
3,553,000

57,596

56,017

201. 714

23,172

53,308

27,359

110, 617

144. 310

88,835

31,853

58,151

102,272

57,249

43,638

604,043

583,703

231. 711
166,086

69,351
39,082
45,681
40,390
61,450
67,064
57,779

154. 712
58,352
46,378

261,084

22,821
9,266
29,437
17,088
68,702
97,043
102,417

Xxpenditores.

►
S

a ^

is
% s

$1,961

12,408

292,757

120

2,354

1,609

31,304

5,417

11, 107

3,042

3,566

17,317

2,135

1,671

3.437

6,720

3,523

3,679

69,080

75,206

51,077

26.687

2,000

1,700

9,861

364

16,734

7,345

2,426

4,404

5,714

13,814

8,230

2,404
1,179
2,124

5,706
17,445
1,509
of $120.

•

$25,252
27,010
1, 703, 014
10,035
33,008
24,620

117, 497
12,366
17.347
14, 616
82,651
70,341
47,266
17,060
43,155
22,963
17,389
20.236

461,648

239,587
88,180
81.809
18,101
13,356
15,428
20,225
22,677
28,472
18,082
69,788
34.125
29,130

103, 418
12,841
14, 328
6,321
19, 018
7,347
25,222
31,248
50,358

! $38,198

51,350

3,316,889

14,440

50,882

35,236

201,863

22,475

84,709

26,092

«110,616

124,698

60,500

81,854

83,178

41,106

29,946

673,036

897,782

182,005

138,556

48,673

28,385

33,871

29.958

58,846

62,601

37,665

142, 647

52,709

49,440

266,204

24,181
9,743
29,428
16,664
55,204
80,599
101,057

Ayerage expen-
aea per capita of
daily av. att. in
public aohoola.

■

s
s

$13 45
12 98
20 81

11 98

11 62

14 93

12 22
17 81

10 62

11 38

13 94
13 70

15 13

12 56
14 15
16 00

16 63

17 24
20 01
15 10
11 65

14 01
14 04
14 45
11 24
16 12
18 06

13 00

7 57

579

13 67

6 51

12 73
15 77

$5 73
4 75
7 63

4 49
4 49
6 75
227

3 89

4 13
8 20

5 67
2 87

6 11

296

4 66

4 84
4 24
4 95

3 10

2 56

4 27

5 23
2 68
4 25
4 18

8 14

2 68

1 28
7 07

2 01

522
4 79

118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
162
153
154
155
156
157
158 «

XLIV

BEPORT OF THE COMMISSIONEB OF EDUCATION.

Official title, mode of appointment, and term of service of State and territorial euperintendent^.

AlAbamft —
ArkaoBM . . .
Califomift. . .
Colorado . . .
Coimectioat

DeUware..
Floridft ....
Cr«oreia —
lUinois....

Indiana

Iowa

Kansas

Kentucky .
Louisiana .
Hoine

Maryland

Massachusetts..

Michigui

Minnesota

Mississippi

Missouri

Nebraska

Nevada ,

Xew Hampshire
New Jersey

New York ,

North Carolina . .

Ohio

Oregon

Pennsylvania

lUiode Island

South Carolina..
Tennessee

Texas

Vermont

Virginia

Wrst Virginia.
Wisconsin

Alaska

Designation of officer.

STATE SUPBRCrrBNIIEmB.

State superintendent of education

State sui>erintendent of public instruction
State superintendent of public instruction
State superintendent of public instruction
Secretary of State board of education

State superintendent of free schools

State superintendent of public instruction

State school commissioner

State superintendent of public instruction
State superintendent of public instruction
State superintendent of public instruction
State superintendent of public instruction
State superintendent of public instruction
State superintendent of public education. .
State superintendent of common schools . .

State superintendent of public instruction a.

Secretary of State board of education

State superintendent of public instruction
State superintendent of public instruction
State superintendent of public education. .

State superintendent of public schools

State superintendent of public instruction
State superintendent of public instruction
State superintendent of public instruction
State superintendent of public instruction

State superintendent of public instruction
State superintendent of public instruction
State commissioner of common schools —
State superintendent of public instruction
State superintendent of public instruction

State commissioner of public schools.

State superintendent of education

State superintendent of public schools

Secretary of State board of education

State superintendent of education

State superintendent of public instruction

State superintendent of free schools

State supermtendent of public instruction

TEBBITOBIAL 8UPKRIKTENDEKTB.

Elected or ap-
pointed by
the—

People

People .. «

State board of
education.

Governor

People

Governor and
council.

State board of
education.

People

Governor

People

Governor

State board of
education.

Legislature . . .

People

Governor and
senate.

State board of
education.

People

Governor and
senate.

Board of edu-
cation.

Crenl assembly

Genl assembly

People

Term of service.

2 yean.

4 yean.

2 years.

During pleaaim

of board,
lyear.
4 years.
2 years.
4 years.
2 years.
2 years.

2 years.
4 years.
4 years.

3 years, ordnring
pl«isure of ex-
ecu tiva.

During pleasure
of board.

No express lim-
itation.

2 years.

4 years.
4yearB.
2 years.
4 years.

2 years.

3 years.

4 yean.

3 years.

4 yean.
4 years.

lyear.

4 years.
2 years.

•

During pleaifore

of board.
2 years.
4 years.
4 years.
2 years.

a Ex officio, as principal of State Normal School.

SCHOOL SUPESYISION.

XLV

Official tUley wu>de ^ a|>paiiitaieiif, aii<i (erm of 9ervioe of State and territorial euperintend-

ernte — Continued.

Betigiuition of officer.

Elected or ap-
pointed by
the—

Term of senrioe.

ArisooA

GoTemor. ex officio

Pres. of F. S-.
GoTemor and

council
District com-

missioneTS.
Govenior

ICot given.
2 years.

During pleasure

of comm'rs.
Not given.

Bttkote

Territorial soperintendent of pnblio instracUon.

(a)

Diat-ofColainbia.
T4aho ... .

Jiyti^n

SvDerlntendait of schools of the Fire Nations . .

Montana

Territorial superintendent of pnblio instruction.
Seeretarv of Territorr. ex officio

Goremor

Pres. of U. S..

People

GoTemor

8 years.

NewMexioo

Ft»h

Territorial superintendent of district schbols —
Territorial superintendent of public instruction.
Territorial librarian, ex officio

2yeara.
Syears.

WMhingtOB

Wjoming

•There are two superintendents: The title of the first is superintendent of schools for white cbU-
drea in Washington and Georgetown and of the county schools; of the second, superintendent of
•ckools for colored childieB in Washington and Georgetown.

XL VI

REPORT OF THE COMMISSIONER OF EDUCATION.

Table II. — Summary of school siatistice of

Cities.

1 Little Rock, Ark....

2 SanFmndsoo, Cal...

3 SanJo86,Cal*

4 Stockton,Cal

5 BenTer, Coloc ■

Bridgeport, Conn . . . .

7 Hartford, Conn

8 New Britain, Conn* .
New Haven, Conn . . ,

10 New London, Conn . .

11 Norwalk, Conn*

12 Wilmington, Del

13 Atlanta,Ga

14 Aiigii8ta,6a

15 Colombus,Ga

16 Macon, GrA

17 Sayannah, 6a

18 Alton.IU

19 BeUeviUe,!!]

20 Bloomington, HI

21 Chlcago,ni

22 Decatur.Hl

23 Freeport,Hl

24 Galesburg, HI

25 Jackaonville, HI

26 JoUet,Hl

27 Peoria,Hl

28 Qaincy,Hl

20 Rockford,H]

30 Rock Island, HI ,

31 Springfield, HI*

32 Fort Wayne, Ind . . . .

33 Indianai>olis, Ind . . . .

34 Jeffersonville, Ind . . .

35 Lafayette, Ind

30 Logonsport, Ind

37 Madiaon, Ind*

38 Richmond, Ind

39 Soath Bend, Ind

40 Terre Haute, Ind. . . .

17,000
301,020
16,000
15,000
21,000
25,000
41,600
12,000
58,675
10,000
13,000
40,000
35,000
23,768
9,000
15,000
28,000
10,500
12,000
25,000
450,000
10,000
12,000
14,000
12,000
14,000
32,000
32.000
14,000
11,100
25,000
28,400
100,000
10,000
22,000
15,000
12,500
14,000
15,000
21,000

6-21
5-17
5-17
5-17
6-21
4-16
4-16
4-16
4-16
4-16
4-16
6-21
6-18
6-18
6-18
6-18
6-18
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21

I
1

6,462
51,880
3,074
3,011
2,481
6,376
9,621
3,176
12,964
2,101
3,254
9,178
10, 362
4,912
2.463
3,442
6,919
3,164
4,467
7,292
110. 184
3,094
2,852
4,127
3,689
3,557
8,881
8,511
4,901
3.567
10,722
10,588
22,806
2,723
6,020
3,788
4,652
4,236
3,138
7,101

o
.a

9
56

9
10

4
17
16
10
21

9
12
18

9
16

5
3
11
64
6
6

8
8
9
9

10
6
5

23
5
6

12
6

o
u

1,528

1,693
1,615
4,069

2,250
8,897
1,800
3,200
5.364
2,630

920
1,052
3,000

2,000
2,670
41,500
1,728
1,600
2,100
1,600
1,692
3,115
2,950

2,000

2,200

3,790

11,087

1,900
1,480

* From Report of the Commissioner

a Assessed valuation.

b Includes cost of supervision.

1,975
1,700
3,737

of Education

JZ5

618
42
34
87
84

160
40

213
51
49

106
53
35
20
24
58
21
40
65

800
29
29
34
33
36
67
55
50
36
41
84

185
26
50
31
38
45
28

m
1

■3

o
6

170
209
198
196
195
196
197
198
200
200
203
199
202
186
187
140
180
196
198
177
197
177
196
178
187
197
188
195
195
178
180
195
195
188
195
197
200
180
178

78 I 197|
for 1876.

Pupils.

a-?
"1

1,960
37,288
2,374
1,693
2,078
5,167
7,596
2,516
11,804
((1,915
2,873
6,687
3,280
2,202
1,212
1,227
8.171
dl,406
1.964
3,486
56,529
1,869
1,640
2,231
1,844
2,606
4,173
3,554
2,100
1,955
2,616
3,558
12,965
1,300
2,705
1,824
1,721
2,094
1,601
8,045

^ I

1^129
24,736
2,256
1,523
1.344
3,194
5.038
1,735
7,554
1,363
1,900
4.158
2,409
1,273
906
742
2,774

2,294

88,132

1,321

1,525
1,253
1,500
2,783
2,235
1.900
1,400
1,977
2,653
8,931

1,773
1,191
1,273
1,874
1,080
2,724

CITY SCHOOLS.

XLVII

cities cont€Unin{f 7,500 inhabitants and over.

PupOa.

* Ji

300

400

120

100

450

•1,337

1,500

100

aoo

500
2S0
100
350
000
700

20,000
200
200

1,000

004

1,600

1,800

475

450

2,300

1,340

300

1,000

276
565
250
300

s >.

o u
a i3

•Si?

!•

a$5, 270,480

0260,362,343

9,000,000

5, 000, 000

16,000,000

17, 000, 000

♦€»47. 162, 324

a4, 592, 952

65,832,000

10, 000, 000

9,000,000

25,309,000

20,000,000

12,336,700

4.000,000

7,500,000

5.000,000
5,000,000
8,500,000
al48, 400, 087
9, 114, 756

5,500,000
2,778,789
3,240.080
16,000,000
20,000,000
12,000,000
12,000,000

12,294,460
73,822,093
02,600,000
14. 000, 000
a5, 666, 055
a4, 400, 000

^ 2.

o S
« ft

§1

al3,841,0G0

$50,715
2, 574, 000
152,000
142,900
186,540
144,500
*1. 755, 260

99,500
532,722

87,500
111,000
265,339

96,000

26,500

24,500

96.500

75,500

104,600

230, 471

2, 436, 056

95,600

57,300

112, 815

150,900

65,650

157,300

217,000

120,000

112,600

150,000

224,650

883,986

60,000

193.000

180,000

60,000

81,000

215,471

« &

1§

2.1

1.5

7.5

3.25

15.25
2.7

2.5
2.12

2.25

4.4

1L5
14.5

2.92

4.5

6.5

4.6

3.5

3.4

$942, 616
66,666
50,701
59,061
62,410
101,066
37,059
228,284
26,547
69,361

35,709

e32,706
12,145

el6,457
42,505
20,685
40.024
66,292

840, 757
40,109
34,577
32,079
46,948
25,001
77,500
54,130
43,623
23,872
32,100
99,361

311,456
23,003

48,675
26,450
72, 716
44.494
95,046

ExpenditnrM.

a S

$4,120

22,279

21,612

924

4,417

0,725

12,700

29,637

255

1,573

800

140

1.404

1.101

136

2,742
100

e
H

Arerage expen-
ses per capita of
daily av. ntt. in
public schools.

§ 8

6$17,308
637,389
27,700
28,920
27,728
42,950
80,192
19,695
132,983
19,546
24,700

28.788

7,557
350

15,502

28,203

154

5,306
3,154

12,625

6,917

7,046

34,723

11,075

21,672

26,500

M51,053

15.385

614, 088

13. 710

17. 070

dl6, 330

33.100

27,326

17, 477
24,054
37,065
121, 319
12, 018

13,539

20,686
11,207
41,208

$21,429

800,700
65,248
38,044
60,060
62,336

194,962
40,601

206,436
26,547
36,700

35,662
20,221
11,933
12,337
42,181
15, 078
35,043
65,539

684,534
29, 910
34,508
20,813
48,530
20,650
76,794
54.323
37.517
25.433
83,751
71,642

215, 410
19, 126

$15 33
24 00
20 39

22 49

12 00
18 41
14 64

13 50

12 78

12 51

13 00

10 10
13 02

11 57

12 13

13 10

10 18

10 88

11 92

41,888
15,872
34,158
17.093
66.440

13 77
13 73
16 08

13 04

16 39

e These statistics are for seven-eighths of the city only.
dThis nfnnbe*.* excludes duplicate enrolments.
« These receipts are for the whole county.

3
S

$3 40

4 80
9 81

6 11

3 50
6 84

2 25
2 02

2 21
1 26

2 60

2 22

3 97

4 05
3 31

3 41

2 80

3 61

3 60

3 04

4 14

3 46

3 49

XLVin BEPORT OF THE COMMISSIONER OF EDUCATION.

Table II. — Summary of $ekool

41
42
43
44
45
46
47
48
49
50
51
52
53
54
65
56
57
58
60
60
61
62
63
64
65
66
67
68
60
70
71
72
73
74
75
76
77
78

Cities.

Barlington, Iowa

Coimcil Blaffs, lowft. .

DaveniMrt, Iowa

Des Moines (w. side), la

Dubuqne, Iowa*

Eeoknk, Iowa

Atchison, Kan^

Lawrence, Kans. . . —
Leavenworth, Kans* ..

Covington, Ky

Lexington, Ky

Loatsville, Ky*

Newport, Ky

Padacah, Ky

Kew Orleans, La

Bangor, Me

Biddeford, Me

Lewiston, Me

Portland, Me

Baltimore, Md....

Adams, Mass

Boston, Mass*

Cambridge, Mass

Chicopee, Mass*

Psll River, Mass*

Fitohburg, Mass

Haverhill, Mass*

Holyoke, Mass

Lowell, Mass

Lynn, Mass

Marlboro', Mass

Milford, Mass

New Bedford, Mass* . . .
Newburjrport, Mass*..

Newton, Mass

Pittsfleld, Mass*

Salem, Mass*

Springfield, Mass

28,000

al0,020

*24,000
14,000

624,000
15,000
12,000
08,320

al7, 873
35.000
15,000

125,000
18,500
10,000

203,430

*18,600
12,000

♦20,000
36,000

350,000

{15,765
{341, 019

{47,838
10,000
45,160
12,000

{14,628
18,500
53,000
32,600
8,581
00,890
27,000
13,000
16,700
12,255

626,000
31,000

5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
6-18
(26-20
6-20
6-20
6-20
6-21
4-21
4-21
4-21
5-21
6-18
6-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15
5-15

I
I

5,063
8,128

3,502
8,806
5,732
3,000
2,652
5,660
0,800
5,080
/45,000
6.500
1,046

5,586 35

3, 451 21 2, 072

6.470 20

11, 300 12 4, 100

77,000

3, 171 18 2, 462

58, 636 146 56, 111

8,218 28 8,866

1, 970 11 1, 400

7, 000 30 6. 856

2. 170 10 8, 253

2, 608 28 3. 211

2.523 11 2,268

7.540 41

5. 700 32 6. 132

1, 086 11 1, 771
2,223

4, 002 21 4, 000

2, 743 20 2. 680

2, 853 16 3, 280

2,558 2,260

4, 430 17 4, 307

5, 375 20 5, 900

* From Keport of the Commissioner of Education for 1876.

a Census of 1870.

6 From Rei>ort of the Commissioner of Edncation for 1875.

e Assessed voAuation.

dThe legal age for colored children is fi?om 6 to 16.

e These stati«^cs are for white schools only.

I
I

4
11

5
12

27
5

3,850
1,590
4,618
2,100

2,500

2,720

810

71
20
04
36
73
53
23
28
40
C5
elO
820
40
14
430
75
88
68
114
764
53
1,306
216
30
127
67
80
57
100
111
36

■a

a
£

102
108
101
188

180
180

108
200
102
202
200
215
172
182
106
184
200
186
100
224
200

105
62
74
54

103

124

102
101
104
103
105
205
H75

203
255
107
176
200
107

Pupils.

3,356

1,545

4,710

2,211

2,867

2,500

1,210

1,440

2,048

3,500

«1,232

17.533

2,074

700

23.156

y3,700

y2,002

3,560

6,161

flO,374

55,417

10,323

1,147

7,537

2,768

2,632

2,550

j 10, 305

5,678

2,047

3.822
2,218
8,471
2,070
4,704
6,286

te s

2,003

020

3,260

1,380

2,365

2,100

1,130

1,210

1.942

2,420

e884

11,051

1,080

16,505
•3.226

3,200
4,225

1.922
42,645
7,000
801
4,150
1,004
2,003
1,678
5^250
4,400
1,536

3,622
1,850
2,462

3,284
4»472

CITT SCHOOLS.

XLIX

rtaUsHcB of eiHe8f ^e. — Continued.

Popfls.

o -3
Si

•a-
|t

1,000
250

400

500

300

822
500

320
12,000

1,500

1,200

600

1,000

1,100

550

100

75
350

80
320
191
725

$12,000,000

5, 472, 145

16,000,000

7.033.000

9.000,000

4.800,000

<^ 551, 630

e4. 367. 544

20,000,000

ei, 928, 7 jO

«71, 849, 772

06,200,000

6,000.000

£88,973.990

<;0.906.100

10. 000. 000

11.873,558

30.802,845

U, 141, 767

<^48, 878, 100

e55, 755. 000

e51. 401, 467
elO, 668, 319
12,500.000
19,275,984
50,000,000
24.995.338
e3, 439, 925

$250,000

85.600

273,100

225.400

125,000

64,100

100.000

203.512

196.000

40.000

833.390

153,500

23,000

629,500

75,000

40.000

168.700

376,500

156,200

8.560.000

582,000

1,230.000
182.496
284.500
120.090
476,462
471.200
59,500

ExpenditoTM.

■ii
g

&5
12
13

9
13
10
10

2.5

1.5

4.5

2.33
2.47

4.31

2.212,

282.000
105.100
443.000
61.400
341.500
554.500

1.8

8.52

5.13

2.2

3.5

4.7

5.2

187,925
52,355

117,390
55,216
64.075
40.370
93
25.975
55.070
68.000
15. 112

274.132

31.282

9.897

262,949
36.200
22.130
83,795
70,442

625,813
20,483

030,007

188,504

97.101
37, 508
53,507
27,376
163,185
106.652
18, 410

8.66

3.33

2.79J

2.3 !

2.1

2.93

85.825
35,450
87.416
20.366
82.786
90. 257

$3,215

845

3.530

3.090
150
102

3.008
27.500

13,023

3.554

528

4,880

$33,450
15,362
49,409
20,795
33,230
28.089
9.350
18.435
23.881
35.600

166.591
17,273

7. a-w

206,914

16.938
24. 780
57, 985

104. 225 j A449. 113

307.094 1.228.338

2,921

5.500

431

14,938

5,704

151, 574

82,543
28, 2:4)
42, 3r>4
19, 242
99. 152
68.843
15,535

92.500

18.084
1.493

34,850,000

9,000.000
28.500.000

8,177.606

27.210.000

030. 692. 776

/Estimated.

g This namber exclniles dupUcato cnrolmenta.

A Includes coflt of supcrvisioiL

{ Census of 1875.

j Tikis is excluMivo of the ev«'ning schools, in which

k Fur in^unmar and high schooh* ; for primary, 155.

B— IV

6O.OCO

25.960
02,025
20,460
58,001
72,138

I
1

o
H

Average expen-
ses per cac*^ of
daily ay. att. in
public schools.

$50,535
30.081
71,500
49.184
45,987
35,340
18,640
29,474
53,031
68,800
17,967

285.302

29.645

9.C46

262,948
41. 512
21.309
38.010
76.357

699.514

1, 015. 580
188,564

107,883
37.508
54,652
26,220
407,009
106.652
20.030

s
I

182. 775
35.450
83.456
45,343
82,788
92,429

$17 06
18 45
17 65
15 96

$5 93
6 37
3 05
8 00

12 09
12 29
14 70

16 46
9 40

12 51

13 50

5 65
3 00
2 28

632

2 38

3 00

(11 88)

11 26
14 31

5 46
2 62

(15 34)
25 94 ' 10 21

20 95

4 86

16 84

there is a total enrolment of 1,278.

4\
42
43
44

59*

GfS

74:

7ft

REPORT OF THE COMMISSIONER OF EDUCATION.

Table IL — ^unifiiary of mshool

•84

100

101

102

108

104

105

106

107

108

100

110

111

112

113

114

116

110

117

CitiM.

TatmtoB, MaM

Weymouth, Mass*

Wobum, Mam

Worcester, Mass

Adrian, Mich*

Anu Arbor, Mich

^yCity.Mich

Detroit, Mich

East Saginaw, Mich . .
Grand Rapids, Mich . .

Saginaw, Mich

Minneapolis, Minn a ..

St Paul, Minn

Natchez, Miss*

Yicksburg, Miss

Hannibal, Mo

Kansas City, Mo

St. Joseph, Mo

St. Louis, Mo

Omaha, Xebr

Manchester, N. H ,

Nashua, N.H

Portsmouth, N. H

Camden, N. J*

EU«ibcth,N.J*

Jersey City, N. J

Newark, N.J*

New Brunswick, N. J. .

Orange, N.J

Paterson, N. J

Trenton, N.J ,

Auburn, N. Y

Blnghamton, N. Y* . . . ,

Buflailo,N.Y*

Cohoes,N.Y

Elmlr%N.Y

Ithaca,N.Y

Kingston, N. Y^.

Lockport,N.Y

19,000

9,819

10,105

52,000

10,000

7,500

18,000

*110,000

17,500

30,000

10,500

3^000

40,000

9,000

11,000

12,000

42,000

25,000

500.000
22,000
25,000
11.60^
10,000
40,000
25,000

120,000

120,000
18,000
11,300
89,500
26,031
18,500
16,500

143,594
22,000
22,000
10,100
*8,000
13,000

5-15

5-20

6-20

5-21

6-20

5-21

5-15

5-16

5-18

5-21

I
I
1

3,413
1,036

al.055
9,097
2,824
2,419
4,278

85,739
5,117
9,129
2,835

11,134

2,400

3.306

8,303

6,822

146,000

4,753

3,065

2,307

2,154

10,842

0,817

37,482

37,206

/5,496

3,513

13,103

9.040

5,162

4,509

/40,000

9,207

5,752

2,601

4,185

S
'A

I
I

3,821
2,128
2,475
8,522
1,600
1,800
2,320
12,549

4,000
1,430
3,400
3,800
750
1,000
1,575
3,600
3,022
38,510
2,391
3,380
2,140

6,500
2,588
12,810
12,831
2,370
1,184
5.991
2,900
2,871
2,368
14,000
2,000
3,799
1.535
1,477
2,524

* From Beport of the Commissioaer of Education
a Number between 5 and 16.
h Includes cost of superriaion.
•West division.

81
44

4S
203

40
228

64
870

40
103

60
304
282

81
100

64
420

43 I 198
for 1876.

■a
I

S
I

Pupils.

195
196
200
102
193
200
106|
183
195
192
194|
196
104
00
183
148
107
180
108
106
188
175
244
100
202
205
205
202
200
203
105
103
207
203
204
105
102
206

•31
|1

3,730
1.031
2,127
0.001
1,440
1,864
2.841

18,827
8,177
6,010
1,664
3,607
4,316
601
1,450
1,877
4,334
3,514

47.676
2,011
3; 075
2,148
1,064
5,270
2,010

2.712
1,653
1,726
6,801
030
1,837
1,720
0.641
2,224
3.148
1,073
2.380
2.0CK>

18.070
2,700
1.561
0.374
2,706
2,616
3,187

20,240
3,080
4.406
1.720
1,790
8,014-

1,074
1.299
2.. 529
2,417
27.581
1.906
2.509
1,531
1,402
4.039
2,298

10.033
1,733
1,035
4,483
2,618
1.043
2,123

13,320
1,038
3.0.77
1,205
1,172
1.866

CITY SCHOOLS.

ttaHiiiea of dtieSy ^c — Continued.

Pnpfla

100

1,825

500

270

5,000

100

800

400

800

2,500

290

300

1,000

8Z&

22,486

200

%000

1,200

1,800

8,000

7,378

1,200

<eo

1,400
2; 300
1,100

507
10,000

375

297
500

o
e

►

a
>*
t

120,000,000
5.586,440
8. 674, 522

00,902,206
5, 014, 605
4,298,145
6,800,000

04, 570, 005
8.756,545

80,000,000
6,125,708

27, 000, 000

60,000,000

4,000,000

2,780.000

e8, 400, 000

12,000,000

287,488,700

25,600.000

el5, 605, 918

8,900,000

9,567,765

27,000,000

80,000,000

90,500,000

100,396,666

12, 136, 570

9,000,000

33, 511, 614

12,000,000

12, 160, 000

10,015,775

10, 500, 567

13,730,918

6,000,000

4,000.000

10, 000, 000

•rl

$202,000
115,000
193.000
872,225
151,500
180,700
140,000
633,710
125,500
270,000
100,000
321,500
804,000

44,250

30,500

200,000

118,606

2,629,543

434,975

278, C75

231,391

80.600

116.500

764,582

1, 015, 000

150,000

92,500
247,500
138,743
127,200.
223,753
870,000

88,500
805,200

30,500
146.500
102,000

§•3

8.15

4.18

3.2
14
15.6
15

a83
1

2.75

3.10

3.4

2.33

2.68

2.4

0.76
2
3.26
3.1

7.45
3.21
4.7
13.28
2.92

150,067
24.651
31.503

145,058
39.952
82,491
38.708

806,833
41. 512
85.420
39.885

117, 611
21,678

15,800
21,579
81,186
61, 752
1,265,194
83,686
52,155
28,740
23.010
86,750
43,624
222,550
217,037
41,757
26,207
75,988
51,230
46,942
48,734
282,820
70,863
84.907
26,850
32,497
40, 815

Expend! tnres.

$11,982

10,865
1,343
3.518

28.448

894

8,842

825

84,179

500

224

2,490

173. 836

13,784

2,674

214
2,850

1,000
1,000
7,558
488
5,924

3,872
1,923

1,495
1,986
1.845
919
2,193

$36,866
20,340
25,315

114,046
U,844
16,000
17,464
M36, .'(95
22,628
42,808
12,^19
47,785
42,707

14,240
10,605
38,784
30,812
6564, 478
31,907
38,119
19,449
610, 407
48,053
29.635

131.079
19.091
14.827
49.308
34.468
24.450
27.436

623,086
39.870
15.078
16,182
22,838

3
6

$50,067
40,068
32,315

145,058
34,112
31,696
33,072

213, 214
41,060
72,648
28,374

106,479

<i66,440

d ExpenditnrM as reported were $70,820 ; but the items given

€ Aeaesaed ralnation.

/Estimated.

g These statistics are for the Kingston school district only.

17,140
14,947
81,186
51,073

007,830
77,035
52, 155
28,093
25,G95
86,362
41,985

222,550

208,032
40,666
23,001
75,253
44,462
35,051
39,770

806,000
88,812
66,296
24,520
82,407
32,012

amount

Average expen*
sea per capita of
daily av. at^. in
public schools.

§•2

$14 25
18 16

17 25
14 79

18 46
11 20

11 07

13 62
20 08

14 55

13 51

8 21

16 12

18 48

19 15
16 30
13 22

12 16
18 10

16 00
12 25

17 77

11 74
14 68

18 36

12 85
23 40
14 09

13 88

14 17

15 49
12 57

to $66,440

$3 95
8 68

8 97
2 14
8 64
8 37

6 41

4 64
6 60
1 24

2 70
2 74
4 33
8 98

4 96
4 19
6 12

6 07
497

4 23
2 81
407
404
8 00
8 15
2 40

8 68
8 08
4 01
8 63
3 05
only.

100

101

102

103

104

106

107

108

100

110

111

112

113

114

116

117

LII

REPORT OF THE COMMISSIONER OF EDUCATION.

Table II. — Summary of $ckool

118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
158
154
155
156
157
158

Cities.

Long Island City, N. Y .

Newborgh, N. Y

New York, N.Y

Ogdensburg, N. Y

Oswego, N. Y

Poughkeepsie, N. Y . . .

Itochestor, K. Y

EomcN.Y*

Saratoga Springs. N. Y

Schenectady, X. Y*

Syracuse, N. Y

Troy.N.Y*

Utica,N.Y

Watertown, N. Y*

Yonkcrs, W. Y

Akron,01iio

Canton, Ohio

Chillicothe, Ohio

Cincinnati, Ohio

Cleveland, Ohio

Columbns, Ohio

Dayton, Ohio

Hamilton, Ohio

Mansfield, Ohio

Newark, Oliio

Portsmoath, Ohio

Sandusky, Ohio

Springfield, Ohio

Steubcnville, Ohio

Toledo, Ohio

Zanesville, Ohio*

Portland, Oreg

Allegheny, Pa

AUcntown, Pa

Altoona,Pa

Carbondale, Pa

Chester, Pa

Danville, Pa»

Easton,Pa

5rie,Pa*

Harrisborg, Pa

19.000
17,300
1, 200, 000
11,000
22, 400
20,000
75,000
13,000
*9,000
13,000
59.1)84
50,000
35,000
11,000
18,500
17,000
12,500
13,000
267,000
133,650
49.381
85,000
14.000
10,000
11,000
12.000
17,000
20,000
13,500
50,000
18,000
15,000
70,000
15,000
17,000
8,500
14,000
7,000
14.000
27,000
28,000

6
1

►3

4-21
5-21
4-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
5-21
6-21
5-21
5-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
6-21
4-20

6-21
6-21
6-21
6-21
ft-21
6-21
ft-21
6-21

5,170
5,885

4.053

8.831

6,002

20,146

3,305

2,711

4,430

16,824

dl7,900

dll, 200

3,123

6, 4J7

4.150

3,675

3,241

93,042

45,429

14,209

10,769

5,546

2,738

3,519

3,968

6,491

4,994

5,036

13,992

5,411

8,307

(115, 000

3,289
2.500
3,400

8,402

-J

•

•§

«H

«M

>»

o
6

8
201

2,000

2,842

190

*132

151, 091

3,251

203

1,400

197

3,900

195

2,705

202

228

197

1,501

192

1,960

190

■ • • • •

1,740

202

8,287

ld6

197

141

204

4,'242

196

2,080

191

....

2,416

195

1,910

189

1,850

188

28,684

«583

207

18,680

350

196

143

192

6,718

114

195

1,734

200

1,902

176

184

2,000

198

*^ • • • • •

198

2,648

185

1,750

198

6,500

129

198i

3,150

195

200

10,000

198

195

3,420

140

189

•■■••••■

176

1,874

193

1,700

157

2,780

203

3,126

192

5,173

216

Papils.

a3,l00
3,415

205,327

4.529

3,989

11,838

2,103

1,793

2,183

8,174

9,282

5,026

2,015

a3,276

2,658

1.958

1, 758

81,370

21,980

7,111

5,603

1,702

1,764

1,701

2,079

2,299

2,835

2,285

7.636

2,946

2,026

9,672

3,288

2,382

1,879

2,062

1,679

2,316

4,267

5.242

1,914
2,196
125,777
1,009
2,896
2,187
7,867
1,174
1.042
1,493
7,261
5,474
3,351
1,267
1,892
2,081
1,308
1,498
24,420
15,146
5,402
4,148
1,343
1,301
1,230
1,571
1,757
2,095
1,751
4,451
2,118
1,527
8,024
2,281
2,024
1,159
1.703
1,127
1.725
2.627
3,287

* From Beport of the Commissioner of Edaoation for 1876.
aExclades dnplicate enrolments.
b Assessed valuation.

CITY SCHOOLS.

Lin

itaii$Hc$ qf cities, ^. — Continned.

Papila.

210

472

00,000

1,080

1,435

610

450

165

500

1,786

2,000

700

150

841

458

700

350

18,357

9,564

1,548

2,080

1,000

300

263

300

1,000

150

450

2.200

500

395

4.000

400

807

100

250

125

150

1,300

550

c
c

•3

$20,000,000

520.000.000

I>1,101, 092,093

52,248.194

MO, 711, 170

25,000,000

50.200,775

5,413,534

15.000,000

30.603,390
46.689.702
69, 013, 032
12,500.000
621, 114. 118
10,996^474

10, 000. 000

300.000.000

219,000.000

43,500,000

25,000,000

6, 188, 214

10,088,000

53,890,000

7,000,000

14,085.000

59.516,456

6,000,000

519, 568, 720

12,000.000

8,800.728

555,020.811

510, 000. 000

6,180.000

2,500,000

8. 914, 073

3,600,000

59.201,624

22,439,077

17,222,208

$50,000
191,000
0. 694, 600*

52,000
175,097
116, 015
539,000

61,600

66,000

75,500
720,000
120,000
438,384

80,145
161,000
109.900
100.000
152.650
1, 853, 178
1, 608, 074
603,214
324,200
130.000
160,500

95,000
152,500
202.600
150,000
111,200
600.000
171,000

85,095
803,031
400,000

66,800

2^000
100.551

75.000
255.300
299,820
413, 218

7.5
7

3.4
4
3
4

2.331
2.2
12

Z4
4.8
2.6
3.151

6
7

5.5
3.4
4.5
4 6
4 9
a 75
4.6

5.5

4.5

4.161

5
10
11

14
4

4.5
13

e Includes ft l>alance <m hand
d Estimated.
4 Ayenge nnmbeCi

$38,832

51,350

3.553,000

57.506

56,017

201. 714

23,172

53.308

27,350

110, 617

144, 310

88,835

81,853

58,151

102,272

57. 249

43.638

694,043

583,703

231. 711

166.086

69,351

39.082

45,681

40.390

61.450

67.064

57,779

154,712

58.352

46.378

261,084

22,821
9.266
29,437
17,088
68,702
97,043
102, 417

Expenditures.

S ^

$1,961

12,408

292,757

120

2,354

1,699

31,304

6,417

11, 107

3,042

3,566

17, 317

2,135

1.671

3.437

6,720

3.523

3.679

69,088

75.206

51.077

26,687

2,000

1.700

9,861

364

16,734

7,345

2,426

4,404

5,714

13,814

8,230

2,404
1,179
2.124

5,706
17,4*5
1,590
of $120.

$25,252
27.010
1,793.014
10,035
33.008
24.620

117,497
12,360
17,347
14,016
82.051
70,341
47,266
17,069
43,155
22,963
17,389
20.236

461.648

239,587
88,180
81,809
18,101
13.356
15. 428
20,225
22,677
28,472
18,082
69.788
84,125
29,130

103, 418
12,841
14,328
6,821
10,018
7,347
25,222
31,248
60,358

$38,108
51,350
3, 316, 889
14,440
50,882
35.236

201,863

22,475

34.709

26,092

ellO, 616

124,698
60,500
31,854

83.178

41.196

29.946

673.036

397,782

182, 005

138,556

48.673

28,385

33,871

29,958

58,846

62,601

37,665

142, 647

52,709

49,440

266,204

24,181
9,743
29,428
16,664
55,204
80,500
101,057

Average expen-
ses per capita of
daily av. att. in
pabllc schools.

$13 45
12 08
20 81

11 98

11 62

14 03

12 22
17 81

10 62

11 38

13 04
13 70

15 13

12 56
14 15
16 00

16 63

17 24
20 91
15 10
11 65

14 01
14 04
14 45
11 24
16 12
18 06

13 00

7 57

5 79
18 67

6 51

12 73
15 77

$5 73
4 75
7 63

4 49
4 49
6 75

2 27

3 89

4 13
8 20

5 67
2 87

6 11

2 06

4 66
4 84
4 24
4 95
3 10

2 56

4 27

5 23
2 68
4 25
4 18

8 14

268

1 28
7 07

2 01

522
4 79

118
110
120
121
122
123
124
125
126
127
128
129
130
131
132
188
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158 «

LIV

BEPOBT OF THE COMMISSIONEg OF EDUCATION.

Table IL — Sfunmary of iehoci

159
160
161
162
163
164
165
166
167
168
168
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190

192
193
194
195

Cities.

•*»
a

g
p.

Lancaster, Pa*

New Castle, Pa

Norristown, Pa

Philadelphia, Pa

Pittshurgh, Pa*

Potts ville. Pa*

Reading, Pa*

Scranton, 4thdist., Pa*

SheBandoah, Pa

Titnsville, Pa

WilkesbaiTe,3d dist ,Pa

Williamsport, Pa

York, Pa

Kewport, R. I

Providence, R. I

Warwick, R I

Woonsocket, R. I

Chattanooga, Tenn —

Elnoxville, Tenn

Memphis, Tenn

Nashville, Tenn

Houston, Tex

Barlington, Vt*

Rutland, Vt

Alexandria, Va

Ljmchburg, Va

Norfolk, Va

Portsmouth, Va*

Richmond, Va

Wheeling, W. Va

Fond dn Lac, Wis

Janesville, Wis

La Crosse, Wis

Madison, Wis

Racine, Wis*

Georgetown, "D.Cg

Washington, D. Cg....

Total.

23,000

9.000

14,500

a750,000

130,000
15,000
40.130
18,000
8,000
10.000
10,000
22,000
14,000

cll4,028
dlOO.675
11,614
14.000
12.000
16,000
50,000
27.085
27,000
15,000
*7,000
13,500
15,000
23,000
10.500
77,500
28,270
15,308
11.000
17,000
10,500
16,000

{ 106, 000

9,099,025

e
f

6-21

5-15

5-16

6-18

6-20

6-18

8-14

5-20

5-21

0-21

4-20

6-17

■3

I
i

2,250

4,525

3,300
2,800

8,960
2,807

3,236
2,421
1,949
9,091
9,535
2.890
3,207
2,206
4,447
4,093
6,214
3,899
20,754
9,676
5,846
3,775
3,612
3,926
4,794

19,489

1, 719, 840

*184

53
8

10
7
6
4

8
10

19
13

7
4

10
8

14
8
6
4
7
7

15
15
17

1,500
1,878

18,000
2,630
6,650
2,750

1,583
1,390

2,200
2,438

1,606

930
3,780
3,750
1,336

675
1,150

1,400

5,578
5,000
3.044
1,780
1,748

1,850
11,168

3,035 826,266

1,979

435
55

133
61
21
80
31
64
44
51

283
29
28
23
22
63
74
25
30
16
18
23
26
13

124

105
47
35
33

*30
38

200

23,830

S j

205
165
201
200
200
200
195

• * * *

161

196

189

162i

168

195

196
193
165
192
170
191
167
194
190
195
184
203
204
179
198
200
187
195
180
200

168

Pupils.

2,813
1,541
2,104
101,924
21,488
2,199
6,252
3.816
1.808
1,665
1,705
3,636
2,324
2,131

=2 i

9
►

2,297
1.040
1,398
88,627
14,501
1.976
4.990
2,076
1,067
1,123
1,225
2.694
1.705
1,378

2,078
1.925
1,709
1,415
3,097
4,032
1,583
1,250

825
1,183
1,388
1,514

820
5,558
6,397
2,643
1,751
2,047
♦1,800
2,262

18,105

1,866
1,147

725
2,457
2.936
1,319

1.248,2n

507

812

789

1,085

479

4,696

3,401

1,887

1,403

1,587
16,257

852,802

* From Rei>ort of the Commissioner of Education for 1876.
a From Report of the Commissioner of Education for 1875.
b Assessed valuation,
cluclndes cost of supervision
d Census of 1875.

cm 8CHOOL&

tt€Sitie$ ofcitia, ^ — Continued.

Piipfla

810
500
600

11,000
100

850

300
300
200
400
1,010

225
300
2,000
SOU
350

350
6S0

740

4,350
2.000
500
450
800
500
480

6,700

•§5

»3

$13,194,296
4, 910, 568

175,000,000

12,000.000

23,320,994

10, 900. 000

3,000,000

6^200,000

62, 320, 019

12,000,000

8,000,000

29.266.600

blO, 000, 000

611,497,502

H 500. 000

6b 000, 000

25.000,000

13,306,200

d7, 164, 172

6,000,000

4,000,000

bl, 202, 180

1*13,458,421

3.144,871

39, 187, 097

14, 742, 515

53.285,444

0^000,000

10, 000, 000
87, £00, 770

$82,000

43,700

115,054

6,280,468

1,900,000

192,000

350,000

180,000

50,000

108,800

84,000

122,300

125,000

205,006

143,000

10,634

21,600

139.050

168.000

19,711

87.775

18,000

49,450

38.300

58,000

10,000

245, 247

236,080

120,300

175,000

58,i;;7
*i2i, ao

74,500
826. C52

2fM27 J. 292, 944, 187 176, 315, 950

2.5
10
6

3.5
6w5
8

20
8

16
5.5
8.5
1.4

1.25

2.5

4.5

1.251

2.8

1.24

8.03

4
7
4

4
6w3

$87,217
15,272
82,800
1,675,611

546,849
73,739

124,420
67,363
20,491
41,081
27,576
89,169
28.181
64,482

11,542
21,062
12,304
12.957
51,164
60,673
12,562
20,001
9,998
13,542
15,476
19,856
11,189
80,788
73,321
84,108
24,445
39,011
*^.C72
29,885

833,766

BxpenditoTM.

t g

$39,021
626

14,136

22,482

3,500

214

6,518

937

21,014
119,530

819

881

257

540

1,050

216

2,750

5,591

3,9G5

7,938

11,541

♦250

1,070

3,351

$24,637
8,398
18,769
1, 103, 500

216, 776
23,602
51,529
29^399
6»372
14,488

«18,400
23,204
17.823
29,365

180,124

•11,342
14,069
10,619

•10. 091

42,096

47. 710

8.000

15,056

7,411

7,845

12,213

14,480

6,200

40,030

38.739

19,850

12,690

17,148

*15, 105
18,373

148,664

24,471.481 2, 118, 704 13,151,120

$71,243
15.258
28,790
1, 611, 169

433.065
68.470

119.403
61,126
15,061
86,264
26,808

28,074
62,381

25,424
15,884
12,367
61,014
60.673
12.643
19.042

9.706
13.595
15,430
17.658

8.683
80.788
67.844
30,523
24.445
34,782
*28,713
23,307

i833,766

22,589.491

Average ezpen>
sea per capita of
daily av. att. in
public schools.

3 i

« i

$9 33
13 92

16 00
11 94
10 30
14 16

644
18 94
14 90

9 05

22 03

844

12 27
15 57
17 37
17 01
7 96

9 96
16 72

13 89

14 19
13 65
12 28

10 00

11 80

15 26

$4 74

8 41

10 00

5 67
4 10

6 07
2 18
477
6 80
2 78

7 25

.5 30
255
1 13
7 46
3 23
82

2 31

3 17

2 37
8 93
234

3 36

943

2 60
6 49

159
L60
161

L62
163
104
[65
166
167
168
L69
170

71
172
173

74
175
176
177
178

79
180
181
182
L83
184
185
180
187
188
189
190
191
192
L93-

194
19&

• Includes fiieL
/Includes pay of Janitors.

y Receipts as reported were $33,184 ; but the items given amoont to $26,672 only.
h These statistics are for white schools only,
i Includes $107,274 for colored schools.

LVI

REPORT OF THE C0BCMIS8I0NER OF EDUCATION.

Table II. — Average expenses per capita of daily average aitendanoe in oiiy public schools.

Cities.

Newton, Mass

Boston, Mass

San Francisco, Cal

Buflailo,N.Y

Denver, Colo

Newport, R. I

Salem, Mass

Cambridge, Mass

Dayton, Ohio

New York, N.Y

San Jos6, Cal

Minneapolis, Minn

Haverhill, Mass

Fall River, Mass

Omaha, Nebr

CouncU Bluffs, Iowa

New Haven, Conn

Zanesville, Ohio

Saratoga Springs, N. Y

Orange, N.J

Davenport, Iowa

Memphis, Tenn

Worcester^ Mass

Columbus, Ohio

Burlington, Iowa

Nashville, Tenn

Fort Wa.>Tic, Ind

Sprhigfleld, Mass

L^Tichburg, Va

Cleveland, Ohio

Louisville, Ky

Terr© Haute, Ind

Manchester, N. H

Kansas City, Mo

Toledo, Ohio

Pitlsbnrgh, Pa

Newark, N.J

Chillicothe, Ohio

Des Moines (west side), Iowa

.Lj'nn, Mass

Harrisburg, Pa.

Knox ville, Tenn

Kingston, N.Y

Little Rock, Ark

•Georgetown, D. C >

Washington, D. C 5

Watertown, N.Y

Hamilton, Ohio

Fitchburg, Mass

•

For instruction
supervision.

For incidental
penses.

$26 37

|7 63

25 94

10 21

24 00

4 80

23 40

22 40

6 11

22 03

7 25

21 38

6 29

20 95

4 66

20 ei

4 24

20 81

7 63

20 80

9 81

20 08

660

10 88

5 40

10 84

4 77

19 15

4 96

18 45

637

18 41

5 84

18 06

4 13

17 81

3 88

17 77

4 07

17 05

3 05

17 37

7 46

17 25

3 07

17 24

4 84

17 06

5 93

17 01

3 23

16 08

4 14

16 84

3 82

16 72

8 17

16 63

4 66

16 46

6 32

16 39

8 49

16 30

4 19

* 16 12

4 33

16 12

4 25

16 00

10 00

16 00

4 23

16 00

15 96

8 00

15 91

4 92

15 77

4 79

15 57

1 13

15 49

3 63

15 33

3 40

15 26

6 49

15 13

6 11

15 10

4 95

15 07

3 74

Rochester, N. Y

Wilkes-Barre (3d district), Pa

Adrian, Mich

Covington, Ky

Trenton, N.J

New London, Conn

St. Paul, Minn

New Bedford, Mass

Springfield, Ohio ,

Ne wbur3'port, Mass

Portland, Me

Taunton, Mass

Portsmouth, Va

Ithaca, N.Y

Scranton (4th district), Pa ....

Canton, Ohio

Cohoes, N.Y

Sandusky, Ohio

Portsmouth, Ohio

Troy, N.Y

TitusviUe, Pa

Norristown, Pa

Elmira, N.Y

Norfolk, Va

RocklsUind. HI

Springfield, HI

Utica, N. Y

Chester, Pa

Richmond, Va

Saginaw, Mich

Yicksburg, Miss

New Orleans, La

Norwalk, Conn

Ann Arbor, Mich

Long Ishind City, N. Y

St. Joseph, Mo

Aubnm, N.Y

Nashua, N.H

Holyoke, Mass

Weymouth, Mass

Elimbeth, N.J

Decatur, 111

Logansport, Ind

Belleville, 111

Allegheny, Pa

Savannah, 6a

Newburgh, N.Y

Atlanta, Ga

Erie, Pa

$14 93
14 90
14 79
14 70
14 68
14 64
14 55
14 50
14 45
14 40
14 31
14 25
14 19
14 17
14 16
14 15
14 09
14 04
14 01
13 94
13 94
13 92
13 88
18 88
18 77
13 73
13 70
13 67
13 05
13 62
13 51
13 50
13 50
13 46
13 45
13 43
13 36
13 22
13 21
13 16
18 10
13 10
13 04
13 02
13 00
13 00
12 96
12 78
12 73

c 5

$8 75
6 80
2 14

2 28

3 00

1 24
4 50
523

2 41

2 62

3 95
8 93

4 01
6 07

8 68

4 27

2 56

5 67
4 77

3 41
8 96
2 37
8 00
8 64
2 37

7 07
2 34

4 64

2 70

3 00

2 25

8 64
G 73

3 93
3 15

5 12
8 13

3 68

4 97
8 31
3 46
222
8 14

4 75
2 02
522

cnr SCHOOLS.

Lvn

Table n. — Average expenses per oapUa of daily average attcndaneej ^c. — Continued.

Citiea.

Jjockport.'S.Y.

Akron, Ohio

Padacah,Ky

MaeoD.CTa

BinghamtoD, N. Y

Leavenworth, Kana . .

Wheeling, W. Va

Chattanooga^ Tenn

Kew Brunswick, N . J

Borne, KY

Camden, N.J

Chicago,!!! ..

Lawrence, Kans

Kew Britain, Conn . .

Oswego. N.Y

Pottorille, Pa

Peoria, HI

Racine, Wis

Pateraon, N.J

Mansfield, Ohio

Pooghkeepsie, N. Y. .

Bkwmington, III

Syracuse, N.Y

Lewiaton, Me

StenbenTille, Ohio . . .

I
I

•

$12 57
12 56
12 51
12 51
12 35
12 29
12 28
12 27
12 25
12 22
12 16
12 13
12 09
12 00
11 96
11 94
11 92
11 80
11 74
11 65
11 62
11 57
11 38
U 26
11 24

$3 05
2 96

2 38

1 26
240
8 00

3 36

2 55
2 81

2 27
5 07

4 05
565

3 50

4 49

5 67
8 61

2 60
4 04
8 10
4 49

3 97
8 20
546
268

CitiM.

Bay City, Mich

East Saginaw, Mich.

Joliet,!!!

SchenectMly, N. Y . .

Marlboro\ Mass

Reading. Pa

Galesborg, HI

Alton, HI

JanesTille, Wis

Alexandria, Ya

Colnmboa, Ga

Newport, Ky

Newcastle, Pa

WilliAmsport, Pa...

Warwick, R I

Hannibal, Mo

Houston, Tex

Altoona, Pa

Danville, Pa

Shenandoah, Pa

Carbondalo, Pa

Adams, Mass

Bangor, Me

Woonsocket, R I . .

•a g

$11 20

11 07

10 88

10 62

10 89

10 80

10 18

10 10

10 00

996

962

9 40

9 33

9 05

8 44

8 21

7 96

7 57

6 51

644

5 79

(15

$3 37
5 41
2 80
4 13
261
4 10
841
2 60
243
2 81
2 21

4 74
2 78

2 74
82
2 68
2 01
2 18
1 23

84)
88

6 30

The following extracts are from Dr. John D. Philbriok's interesting report of the
Boston pablic schools for the present year :

How much is done in city schools T Upon this point Dr. Philbrick says, substan-
tially : The essential statistical items to be considored are, first, the proportion of school-
able children educated, and, second, the proportion of the pupils found in different
grades. The following table exhibits those data for St. Louis and Boston :

Population (estimated)

Pnpils bd<mging

Percentage in lowest year

Percentage in lowest three years
Percentage in the highest yMr . .
Percentage in high schools

StLonis.

l^ton.

450.000

850,000

25,896

46,925

3a 90

17.60

67.94

42.87

2.36

8.18

3.24

4.49

Boston snpporta 26 special schools, namely, 1 Kindergarten, 2 schools for licensed
minors, 1 for deaf-mutes, 16 elementary CTening schools, 1 evening high school, and 5
evening drawing schools. The whole number of pupils belonging to these schools was
3,897, and the average attendance 1,918. The whole number of teachers employed was

LYin BEPORT OF THE COHMISSIONES OF EDUCATION.

177, and their salaries amounted to $47,033.07, against 101 teacbeis receiving salaries
amonnting to $26,526.34 in 1872.

The evening high school is one of the most valnahle and interesting institntions. Tlie
average number belonging for the six months ending April, 1877, was 950 ; the average
attendance for the time was 352, of which number 242 were males and 110 females.
The nnmber of teachers, including principal, was 11, giving an avenge of 32 scholars
to a teacher, exclusive of the principal. The course of study, comprising both tech-
nical and liberal branches, is not subject to such limitations as are applied to the day
schools, but new branches are added to the curriculum whenever they are desired by
a sufficient number of pupils to justify the formation of a new class.

The several evening elementary schools which were in operation from October, 1876^
to April, 1877, registered 5,175 pupils. The average number belonging was 2,142, and
the average attendance 1,205, of whom there were males 851, females 354. The nimi-
ber of teachers, including principal, was 139, giving an average of 9.8 pupils to each
teacher, exclusive of the principal.

In the* evening drawing schools 1,244 pupils were registered; the average nnmber
belonging was 635, and the average attendance 279, viz, males 235, females 44. The
instruction was given by 13 teachers. The average number of pupils to each teacher,
exclusive of the principal, was 23.

Special schools form an important feature of many city reports. Other cities of
Massachusetts follow the example of the capital. Thus, Worcester reports 1 evening
school for boys, 1 for girls, 4 for both sexes, and 5 free evening drawing schools, also for
both sexes. Philadelphia maintained 51 night schools for 1877, in which were reg-
istered 14,672 pupils of both sexes. The unusually large attendance of mechanics in
these schools indicates their practical importance. Pittsburgh reports 65 evening
schools under the conduct of 27 male and 48 female teachers. The total number of
pupils registered in these was 4,267 and the average attendance 1,860, of whom 1,500
were boys and 300 girls. The teachers' salaries amounted to $7,598.95, or a cost per
pupil per term of 65 nights, reckoned on average attendance, of $4.08. In addition to
these literary schools there were 65 industrial evening schools, employing 4 male and
1 female teacher. To these 183 pupils were admitted and the total average attendance
was: boys, 103; girls, 3. The amoimt of teachers' salaries was $600, or a cost per
pupil per term of 65 nights, on average attendance, of $5.65. The pupils in these
schools are mostly young men who are engaged during the day in the shops and found-
ries of the city, and such is the interest that not a single case of misconduci has been
reported in any one of the several schools in operation during the last three years.
Baltimore has 7 evening schools for white and 4 for colored pupils. The Baltimore
City College crowns the public advantages secured to boys. Cincinnati reports 15
night schools, 4 of which are for colored pupils. In these were enrolled 3,631 pupils,
an increase of 14.2 per cent, on the average yearly enrolment from 1869 to 1877. In
the night high school were registered 703 males and 103 females. The average age of
pupils in the night schools for whites was 16 years; of those in the schools for colored
pupils, nearly 25 years. Book-keeping and drawing receive special attention in the
night high school course.

Respecting the importance of studying other school systems as weU as our own, Dr.
Philbrick justly observes:

Among the means of educational improvement and progress nothing is so useful aa
the study of other schools and systems. It is only by comparison that we arrive at
a true estimate of the character of a school system. In times past we have suffered
from this fault. If we would unlearn old prejudices and learn new excellences we
must go beyond the smoke of our own chimneys.

In pursuance of this principle. Dr. Philbrick obtained permission to visit schools in
other cities, and brought back for the benefit of his own city the results of his careful
examination.

The opposite systems of organization which have prevailed in the school boards of

HTGIENE IN THE PUBLIC SCHOOLS. LIX

oar oonutzy aie fully described in Yns valuable report. On this snbjoot Dr. Philbrick
writes:

The system of education in each city \iBited is under the control of a board of
edacatiou, of which the number of members is not at all proportioned to the |>opu-
Idtion of the city to which it belongs. The Cincinnati board is the largest in propor-
tion to its population, and the New York board the smallest. PittHbnrtfh, with a
population of about one-ninth of that of New York, has a board more than 50 per
cent, larger; Louisville, with a population less than a third of that of St. Louis,
has a board of equal size. The boards difl'er, not ouly in the proportion of members^
bat also in respect to mode of election and tenure of office. Thus, in Cincinnati, Lou-
isville, and St. Louis they are elected by the people in the several wards, to serve
for two years, one-half going[ out of office each year. In New York the members are
appointed by the mayor, without regard to ward representation, to hold office for
three years, one-third going out each year: and at Pittsburgh tlie term of office is
the same, but the members are elected, one lor each subdistrict or ward, by its bpard
of school directors, which is itself chosen by tbe people.

The organization of the school boards in western cities presents two types, of which
the St. Louis and Cincinnati boards are the most characteristic examples. The St.
Louis board has only twelve standing committees, of which only three have direct
reference to matters relating to instruction and discipline, the other nine being busi-
ness committees. The Cincinnati board of education, on the other hand, has twenty-
five standing committees. In a<ldition to this formidable array of standing commit-
tees, there are thirty-four subcommittees on districts and schools. Nor does this
complete the list. The union board, composed in part of members of the board of
education, which has charge of the hish schools, employs no less than fifteen commit-
tees, so that the management of the wuole system of schools is shared by seventy-four
committees. The St. Louis type may be designated the type of simplicity ana cen-
tralization; the Cincinnati, the type of complexity and decentralization.

HYGIENE IN THE PUBLIC SCHOOLS.

The report of the State Board of Health of Massachusetts for 1877 (pp. 229-251) con-
tains a paper on the ** Sanitation of public schools in Massachusetts,'' by Dr. D. F. Lin-
coln, of Boston, ''based on returns from nearly all the school buildings in Boston, the
total actoally in use being 159, with an attendance of 46,418 ; also from schools not in
Boston, estimated to number 400, with 40,000 chil<lren, or about one-sixth of the corre-
QM>udlng school population.'' The results of the inquiries are summarized as follows :
''The drainage of country school sites is reported as bad in one-seventh of the cases ;
in Boston, in a few." Complaints are made of " dampness of walls or floors; stagnant
water in neighborhood ; house originally set too low for drainage ; entire absence of sun-
Hght in a room." " The ventilation is very generally said to be poor." Complaints are
made of " misdirection of funds by which exterior ornament is added, to the neglect of
essential portions of the ventilating apparatus." " Bad location of ventilators in the
roojn ; coldness of floor, with undue heat of upper air ; inattention to the state of
tbe atmosphere on the part of teachers, and sudden opening of windows in cold
weather." "A cellar or basement is absent in a number of country schools." Com-
plaints concerning closets, both in and out of doors, are almost universal. Offensive
odors are usually complained of; a very few aggravated cases are given. The Bos-
ton city board of health, in 1876, said, concerning this evil: "The o<lors escaping

• *. " pervade the school rooms, causing nausea, compelling the teachers to close
the doors and windows to exclude the disgusting scent, which even then penetrates
the rooms, especially when the atmosphere is warm and muggy and the scholars are
most in need of pure air from without." The diseases mentioned as resulting from
this are " catarrhs, dyspepsia, debility, diarrhoBa, dysentery, and zymotic disease."
"The amount of simple ordinary debility due to a slowly acting cause is often very
hard to estimate. • • • That such debility may be produced by • • * living
in an air containing fecal odors simply is certain ; and from this debility up to the
production of headaches, with slight fever, or of violent, even rapidly fatal, cases of
typhoid, there are all possible gradations. • • • The connection of diphtheria,
scarlatina, dysentery, and diarrhcea with foul odors and bad drains is now admitted
to be a fact, though not always a traceable one."

LX REPORT OP THE COMMISSIONER OF EDUCATION.

In the report of the Stat© Board of Health of Wisconsin for 1876 (pp. 38-43) wo
find the following on ventilation :

Systems of schooling do not fall within our province ; hnt the constmction of edi-
fices in which the business of training shall be carried on is of paramount importance,
upon the evidence before us, when we contemplate the physical wrecks wliich have
result4^d from the continual stress on muscle and nerve lirvol ved in our efforts to ext-end
the blessing of intellectual culture to the rising generation. • * * Proper ventila-
tion is impossible unless our buildings are so constructed as to permit of the best proc-
esses being carried out in their integrity. * * * It is, indeedl too true that in many
buildings, private as well as public, upon which large sums have been expended, a
difference of from 129 to 15^ may be found between the heat of the room at (5 feet
from the floor and that of the floor itsplf. Not long since a teacher said, when speak-
ing of a very ctostly structure, that the children taught therein must stand upon their
heads if their feet were to be kept warm and their braius cool during tuition. * * ♦
Reference has been made to the necessity for additional floor room in school buiMings.

* * * Many persons suppose that if the requisite space in cubic feet is given for
efich individual, it matters not whether it is supplied in height or in breadth. No
error could be more pernicious. The breathing room of the individual must !)♦» com-
paratively near to his own level, and unless it is sufiicient to protect him from breath-
ing the impurities emitted from his own and the neighboring lungs and bodies, he
cannot fail to be poisoned in a greater or less degree by the noxious efliuvia which
every animal emits. ♦ ♦ ♦ The most motlerate space assume^l to Ix^ compatible
with the maintenance of health is 25 feet of floor spa<;e and 300 cubic feet of air space,
with the ])roper ventilation, for each pupil. » • • When that provision has been
supplied, the stigma will be removed from our school system, that it causes three-
fourths of all the cases of lung disease known to prevail among children.

The same article says :

Our school system, which is oppressive to both sexes, is specially injurious to girls
at the age when they are approaching womanhood. * * * It is a fact within the
knowledge of every expert, that our school buildings appear to have been constructed
with the express design to superadd physical exhaustion to the other destructive forces
that threaten the lives of the future mothers of America.

The report of the same board for 1877 (pp. 42, 43) give^ the results of some analyses
made by Professor Daniells, of the State university, of the air in some of the school
buildings in Madison. In one, ^4n 10,000 volumes of air he found carbon dioxide to
the extent of 7.7 ; • • * in the high school room, • * * in 10,000 volumes of
air, 8.74 of carbon dioxide ; in the same building, room of second grade, 10,000 volumes
of air contained 11.9 of carbon dioxide; • • * and the worst result of all, in the
fifth ward school, in the primary' room, at 3 p. m., on the 22d of March, there being 54
pupils present, one-fifth less than the whole number in the grade, 10,000 volumes of
air exhibited 25.6 of carbonic dioxide, or five times the maximum quantity which,
under natural conditions, may be found in the atmosphere and respired without danger.
The ill effects which must have resulted, and which doubtless are continuing to result,
to the constitutions of the children from breathing carbonic acid, carbonic oxide,
mephitic gases and exhalations, and dead decomposing animal matter, in air largely
deficient in oxygen, the life sustaining property, cannot be described in any adequate
degree; but the imagination of the discreet reader will not fail to suggest that the
largest benefit to be hoped from school training at that age could not offset the terrible
evils which such an atmosphere must entail."

The report of the State Board of Health of Louisiana for 1877 (pp. 72, 73) presents
the following statement from one of the sanitary inspectors of New Orleans:

I must earnestly direct attention to the fact that in many of the school rooms the
children are horribly overcrowded. To appreciate the extent of this outrageous treat-
ment of little children, consider by contrast a properly constructed building, such as
the McDonogh School, which allows for each pupil 23.02 feet of supei^ficial space and
345.30 feet cubic space, and some of these marked "bad," which allow to each child
6.86 superficial feet and 75.43 cubic feet space, and others which give but 4.77 super-
ficial and 51.79 cubic feet of space, while othei-s finally allow only 3.81 of superficial and
30.48 cubic feet to each person. It is imiwssible to describe the manner in which these
poor children are not only crowded, but packed, the ceilings and the openings inade-
quate to afford such ventilation and light as are indispensable to health and comfort.

* * * When cold or wet necessitates the closing of doors and windows, the atmoa-

HYGIENE IN THE PUBLIC SCHOOLS. LXI

phere 18 qnickly converted into snch an intolerable stench as to force a compromise
with the weather, and these have to be opened partly ; when this is done, the children
are subjected to irregular currents of cold damp air, a most fruitful source of illness.
A heated stove in such a room only adds a powerful source of vitiation.

The president of the State Board of Health of Maryland, in his report for 1B76 and
1877 (pp. XXV, XX vi), considers* the hygienic condition of schools, especially as affecting
the eyesight of the pupils. He says :

That eye diseases are alarmingly on the increase, especially in large cities, is a lamen-
table fact, which should force itself upon the atteution of the sanitary and educational
authorities of the State. Many of the eye troubles, especially near-sightedness, uncjue-s-
tionably originate during school life, and ever afterwards render the eyes ot the
fofferers more liable to take on destructive diseases. Defective ventilation, imperfect
lighting, badly arranged desks, crowded school rooms, and over zeal on the part of the
t^hers in forcing the brain at the expense of other organs are some of the preventable
causes of eye diseases among our scnool going population. Near-sightedness, when
thus acquired, not only annoys the individual sufferer for the rest of life, but may be
transmitted to the next generation by ** hereditary taint," so that our improved civili-
zation, under educational pressure, will in time ingraft bad eyes upon our whole peo-
ple. » * * xhe paramount importance of strong eyesight, especially to that class
of our fellow citizens who, from the inexorable logic of necessity, must either educate
their childn^n in the public schools or permit them to grow up in absolute ignorance,
is beyond all question ; and hence it behooves the authorities, both State and munic-
ipal, not to distribute with the incalculable blessings of education an evil of so serious
a nature as defective vision.

Prof. J. J. Chisolm is now engaged in making a scientific examination into the sani-
tary condition of the eyesight of the pupils in the public schools of Baltimore, and
will make a full report for the next biennial publication of the State Board of Health.

Hod. James H. Smart, State superintendent of public instruction for Indiana,
devotes several pages of his report for 1H76 (pp. 9G-102) to the consideration of the
subject of school hygiene, remarking emphatically :

It is utterly impossible to teach a successful school in a poorly warmed and ill
ventilated house. Pure air is necessary to the ^)roper application of the mind on the
part of the pupils. Listlessness, peevishness, idleness, and mischief as frequently
result from impure air as from a bad disposition. Foul air irritates the body and
stopefies the mind certainly and quickly. A ventilating apparatus constructed in a
country school-house would pay for itself in less than a week in the increased efficiency
of the school. * * • A great deal of sickness among children may be traced
directly to badly warmed and ventilated school-houses. I believe also that the founda-
tions of {»ermanent diseases which sometimes manifest themselves in after life are not
infrequently laid in the same places.

After reconmiending certain methods of heating, ventilating, and lighting, he says:

It is my duty to call the attention of school officers to the evils here spoken of; it is
their duty to apply the remedy. If they do not, I think it would- be the duty of the
Legislature to require them by statutory provision to do so.

A committee appointed by the Medico-Legal Society to confer with the school au-
thorities of New York City, " with a view to such legislation as may promote the
health of school children," addressed to the president of the board of education of
that city a letter, from which the following are extracts : *

At the outaet of our inquiries, our attention has been arrested by a report of the
eommittee on by-laws, &c., of the board of education, under date of March 15, 1876,
not yet adopted and recommending a continuance or at best only slight modifications
of conditions which we are convinced are utterly inconsistent with due care for the
preservation of the health of the children in the public schools. • • • We fii-st
Dotice the conclusion of your committee in regard to the amount of air space required.
• • * ** In fixing the sitting capacity of rooms, the following shall be a minimum
allowance of floor surface and air space per pupil : In the three lower grades of pri-
mary schools and departments, five square feet and seventy cubic feet ; in the three
higher grades, six square feet and eighty cubic feet ; in the four lower grades of gram-
mar schools, seven square feet and ninety cubic feet ; in the four higher grades, nine
square feet and one nundred cubic feet." • • * Such a capacity of school room
•pace, though confessedly greater than that which now is and hitherto has been

> The Sanitarian, voL iv, 1870, pp. 210-213, 506.

LXII REPORT OF THE COMMISSIONER OF EDUCATION.

allowed thonsands of children in the imblic schoolB of Netr York) is not, so far as we
have been able to learn, consistent with physiological law or with the opinions upon
this subject of those whose scientific judgment is entitled to deference and respect.
* * * In regard to the deleterious effects of an excess of carbonic acid alone in the
air we breathe, there is no difference of opinion among competent authorities. All
agree that when it reaches the proportion of 1 volume per 1,000, it is dangerous to
health ; if not immediately, none the less certainly in its cumulative effects, ft creates
a general indisposition of both body and mind, stunts bodily, and mental development,
and particularly predisposes to scrofula and consumntion ; and its excess in crowded
apartments is usually an index of the presence of other deleterious agents due to the
same cause.

But, besides these, there are still other gases frightfully abundant in the school-
houses of New York, due to the emanations from latrines and privies. For example :
Primary School No. 1, on Ludlow street, one of the newest and best arranged and ap-
pointed, besides being overcrowded and unventilated, is taiuted throughout the halls,
and at times by way of the fanlights over the doors in the class rooms, with the odors
arising from the latrines in the basement, which are emptied onlv ** once or twice a
week." The seating capacity of this building is given as 1,700; actual register.
1,440; attendance 1,^)29; square feet in 12 rooms, 3,264; cubic feet in the several
class rooms varying from 33 to 41 for each child I • • • That the children in our
public schools should be exposed to poisons generated by means of these foul and dis-
gusting latrines, only to economize the water needed to keep well constructed water-
closets iu order, is simply inhuman and ought to be at once amended.

The habit of wetting coal in bulk in the cellars, which is sometimes practiced, causes
it to emit poisonous gases deleterious to health, and it should be forbidden.

Lofty ceilings are regarded by some as a principal means of insuring a sufficient
measure in cubic feet for each person. Unless ventilation'is secured for the upper por-
tion of a room, a lofty ceiling only makes that poition of space above the tops of the
windows a receptacle for foul air, which accumulates and remains to vitiate the stratum
below.

In fixing the " sitting capacity," it should be borne in mind that the smaller the
allowance the greater the necessity for the constant admission and change of air.
^ * * If the cubic space be small, the means for change of air must be large in the
inverse ratio. Thus, with a space of 100 cubic feet, in order to maintain the air at
a healthy standard it must be changed thirty times an hour, which is not practicable
without exposing the inmates of the room to dangerous currents. * » ♦ Every
individual actually poisons fifteen cubic feet of air every hour. To prevent this, thirty
cubic feet, at the least, should be provide*! hourly, which proportion, for five hours*
daily school session, requires 150 cubic feet as the smallest space compatible with effi-
cient ventilation without dangerous exposure to draughts.

The same committee, in a subsequent report, dwells upon the ii\justice of enforcing
the compulsory law while the school buildings are in their present condition :

School-houses where young children are herded and forced t^o sit for hours in a viti-
ated atmosphere, in constrained positions, do not come up to the standard. It would
be cruelty to animals, not to speak of tender little ones, to add to this torture by in-
crease of numbers without increased accommodation. The idea of compulsory attend-
ance under these circumstances is preposterous, and at variance with all wise and
beneficent law and the commoA rights of humanity.

At a meeting of the New York Medico-Legal Society, January 3, 1877,' where the
subject of school hygiene was under discussion. Dr. Agnew said :

There is a school in one of the most densely populated sections of the city of New
York, in the tenth ward, where there are on an average about 1,600 children in the
primary de|>artmcnt, where rooms are so dark that the blackboard exercises could not
be distinguished by the eye, and the gallery classes so crowded that there is scarcely
room to move. * * * It would be accounted cruelty to animals to keep them under
such unsanitary conditions ; how much more is it cruelty to children to keep them
there for any length of time.

At another meeting of this society, February 7, 1877, Dr. 0*Sullivan stated :«

It is but a day or so since I entered one of the new school-houses of this city [New
York]. ♦ * • I entered the primary class room on the ground floor, and found
there sixty-nine little ones with tneir teacher. There was a small window facing a
side wall not more than two feet distant. * * Through this small window they

»Tlie Sanitarian, March, 1877, pp. 124, 125. »Ibid., May, 1877^ pp. 209, ^lOj,

HTOIEKfi IK THE PUBLIC SCnOOLS. LXIH

received all the light they had, and it was admitted so as to strike their hooks imme-
diatelj over the nght shoulder. When the door was opened it led immediately into
the playground, and the watercloset was in close proximity to it, so that the effluvinm
eoald not help but enter with all its freshness into the school room. • • • Thj§
was ail the ventilation and Uffht provided. I went into the uppner rooms of the pri-
mary department, and there f found the teachers in one of the middle rooms, and the
ehildren seat-ed as close as they could he packed, and I was informed by the principal
that the gloom was so great on a dark da^ that the little ones could not see the tigures
on the blackboard. • * * Yet this is one of the recently erected school editices,
"erected at great expense," because of the " modem improvements," by the great city
of New York. • • * i went up into the top or highest floor, the male department^
* • • and there I found, with but one exception, that the benches were placed in
a position where the light entered in a manner not according to the laws of hygiene —
and there was a defect in the sight of the children. And to add to the insalubrious
BiSLte of affairs, the waterclosets used by the teachers were placed in close proximity
to the class room, and communicated with it by an open window I And I have been
informed * * * that there is a new school-house on the west side * • • in
▼hich there is the same arrangement throughout.*

The report of the Board of Health of the City of Boston for 1875 (pp. 43-51 and 76,
?9, and 80) contains the results of the inspection of 111 schools in 10 school-houses of
that city, *• representing, so far as possible, every variety of distinguishing quality:"

The time chosen in each instance was the last hour of the morning or of the after-
noon session, when the room had been occupied at least an hour, and when the air
would probably be found at its worst. A specimen of the air was obtained from the
middle of the room, the jar being filled at the level of the scholars' heads. At the
same time, the temperature of the room was taken at the floor level and at the level
of the pupils' heads. Finally the condition of the window sashes and of the ventilat-
iog registers, whether open or shut, was noted ; and a note was also taken of the state
of the atmosphere to the sense of smell, with the number of desks in the room and tjie
number of children present. * • • Parkes, the eminent English authority on
hygiene, * * • has found that the organic products of respiration begin to be
manifest when the carbonic acid in the air of an inhabited room reaches the proportion
of ,6 per 1.000. • • » Pettenkofer, who is at the head of German sanitarians,
makes the limit of purity .7 of carbonic acid in a thousand volumes of air, Iteyona
which an unwholesome aegree of vitiation begins.

The smallest amount of carbonic acid found in any of the 111 rooms examined was
.57, the greatest 3, and the average of all the rooms was 1.18. Concerning the tem-
perature of the rooms, it is said :

Some notion of the probable effect upon health of a continued exxK>sure to a super-
heated atmosphere which is at the same time vitiated by respiration may be ob-
tained by entering almost any of our school rooms at the latter part of a half day's
session in midwinter. To a sensitive person leaving the outer air and coming at once
into such a room, the impression is one not easily forgotten. The blast of hot foul
air is sickening. The marvel is that children do not more frequently succumb to the
inevitably depressing influence of such unwholesome conditions. * * * It may be
set down as a safe standard rule that the temperature of school rooms should range
between 65° and 68^ Fahrenheit (18.5^ and 20^ centij^rade). It need hardly be stated
here that the ordinary temperature of school rooms is above 68°, and that a point in
excess of 70° is very commonly found. • • • if anything is worse than an exces-
sive degree of artificial heat, it is the quick transition to the opposite extreme. It is
a frequent thing in school room experience that the teacher, becoming suddenly aware
that the air is too warm for comfort, directs that the window sashes be opened at the
top to effect a speedy relief. The consequence is that the inevitable wave of cold out-
side air sweeps over the uncovered heads of the children, and a fresh accession of cases

iln the New York Times of Msy29, 1878, we find the following: "At the meethig of the board of
hMlth yesterday a report wae presented by Dr. Janes and Sanitary Engineer Nealis in relation to the
eondttionof grammar school No. 48, In WMt Twenty-eighth street, hetween Sixth and Seventh avenoea.
The report set forth that they foimd the gratings intended for supplying fresh air to the cellar tightly
covered, preventing the circulation that should keep the air pure. In on^ of the class rooms there was
s leakage c^gaa from a defective pipe, and it was stated that the leakage had existed since the last
vantion. In another of the class rooms on the third floor, nsed for instmction in writing, the light is
imideqnate, and its continned use for that purpose will tend to seriously impair the sight of the pupils.
The ventilating shafts from the sinks in the yard terminate at the windows of the class rooms on the
second floor, and discharge foul and deleterious odoA into the class rooms when the windows are open.
A copy of the report was ordered to be sent to the board of education."

LXIV REPORT OP THE COMMISSIONER OP EDUCATION.

of bronchitis or of more serions pulmonary affections is the result. An instance of
this thing was observed in the inspection of the Chapman School. A room showed at
the desk level a temperature of 77° ; three-quarters of an hour later the same room
was revisited, when the thermometer indicated 61. 7°, a fall of 15.3°! Between the
two visits the teacher had '^ aired " the room to some purpose ; the air was pure
enough, surely, and the couching and sneezing of the children gave warning that it
was cold enough also. If such a sudden change should occur in the outer atmosphere
it would be considered a fruitful cause of increased sickness in Ihe community.

The universal testimony of the teachers in the course of the investigation was to
the effect that they could not rely on the special means provided for the ventilation of
their rooms. • * • The system of flues and shafts as at present disposed in school-
house construction must be supplemented by opened doors and windows.

This report, in conclusion, says :

It is sometimes said that the matter of school-house ventilation is discussed and
agitated more than its real importance warrants. » ♦ • The need is not of less
but of more agitation, not in the direction of impracticable sanitary' speculations, but
to promote the realization of feasible, indisputable sanitary principles.

In 1876, the health department of Cincinnati^ ordered a chemical examination to
be made of the air in some of the public schools in that city and the results are em-
bodied in their report for that year. A table is given showing " the number of volumes
of carbonic acid in 100,000 volumes of the air of several rooms in each of the twen-
ty-six schools examined.'' Concerning this table. Professor Hough, who made the
examination, says: ''The foregoing figures indicate most conclusively that in a large
majority of cases the ventilation of our school-rooms is injuriously defective. A very
large majority of the pupils of our public schools are breathing, for several hours
each day, an atmosphere containing more than one-t«nth per cent, of carbonic acid.
In many cases the degree of vitiation reaches nearly if not quite double that amount.''
Measurements were made of 265 rooms with a view of ascertaining the amount of
air space allowed to each pupil. Professor Hough estimates " from 200 to 300 cubic feet
as the emalletit allowable air space for each pupil under the present methods of ven-
tilation." Of the 265 rooms measured it was found that "only 29 afford 300 cubio
feet or more per pupil; 236 afford less than 300 cubic feet per pupil; 166 afford less
than 200 cubic feet per pupil ; 22 afford less than 108.5 cubic feet per pupil ; and 14
afford less than 100 cubic feet per pupil." Of these 14, several gave less than 90 cubio
feet per pupil, and one only 56.7. "The relation of these magnitudes to the neces-
sary conditions of respiration is fearful." Attention is also called to the imperfect
lighting of many of the rooms as calculated to permanently u^jure the eyesight of the
pupils.

The report of the public schools of the District of Columbia for 1876-'77 (pp. 11,
12) contains the results of an inspection by the health oflScer of the District of some
of the public school buildings of the city of Washingt'On, concerning which he says:

The whole story of the condition of the rooms in8i)ectedmay be epitomized in a very
few words, viz : Altogether insufficient airspace; practically no ventilation, except
by windows; unequal distribution of heat; coal gases from sheet iron and cast iron
stoves, and generally unsuitable character of the building. • • » The average
air space to each occupant of the rooms inspected is approximately 170 cubic feet, the
air displaced by the bodies, desks, &c., uot deducted (twenty of the buildings
averaging much' below those figures, three bein^ below 100 cubio feet), and had the
average of the rooms been taken, it would quite likely have been found to be, in some
instances, even below that of the lowest building. With no other than the exhala-
tions of the occupants, therefore, to vitiate the air, taking the above average, viz,
170 cubic feet, the whole atmospheric contents of the rooms should be chaugea every
sixteen and a half minutes. • • • In the absence of definite analysis, we may
estimate approximately that, by the window and door method, the relative quantity
of the deadly poisonous .property, carbonic acid gas, constantly present in most of
these rooms when occupied, is not less than from eight hundredths to fifteen hundredths

Ser cent. * * * An admixture of 1 per cent, in respired air is sufficient to produce
eath in a short time, and no person can safely remam any long time in an atmos-
phere having more than seven hundredths per cent, of this gas.

> Beport of the Board of Health of Cinciimati, 1876, pp. 148-150.

HTQIENJB IN THE PUBLIC SCHOOLS. LXY

Dr. Edward B. Cogswell, in his report on the sanitary condition of Cambridge,
Jfofis., p. 353, says of the school-houses of that city :

Id nearly all of them, however, improper hygienic conditions are found. In some, a
Dromiuent defect is in the method of warming ; in others, the trouble arises from the
location and condition of the privies and urinals ; while acicqiiate means of ventilation
are wanting in nearly all. * * * It too often happens • • • that, owing to
the frequent chances in the members of the city government, the experience gained
by one boanl in tne building of school-houses is lost to the city when the erection
of others becomes necessary. The school committee, who have tne exclusive charge
of the schools, * # • have no authority in the matter of the construction of school-
booses

At the meeting of the New York Medico-Legal Society, February 7, 1877, a paper on
''The inHnence of vitiated air on the eyes" was presented by Dr. Edward G. Loring,
of Boston, in which he says:'

I have no doubt in my own mind, and I believe it is universally admitted, that
Titiated air hoB a direct irritating effect on all mooous membranes'; and I feel ooo-
Tiuced, from my own observation, that the mucous membrane of the eve is peculiarly
susceptible to its influence. This is shown by the fact that repeated attacks of in-
flammation of the mucous membrane of the eye which have occurred in a vitiated
atmosphere and which have resisted all curative means, are often cured at once and
prevented from recurring when a wholesome supply of air is obtained, all other con-
ditions remaining the same.

I have, then, no doubt in my own mind that bad air alone, acting as the primal
cause, may set in train a series of morbid processes which may, and often do, affect
not only the working capacity and integrity of the organ, but which may lead even
to its total destruction.

At a meeting of this society January 3, 1877, the results were presented of an exami-
nation of the eyes of 1,440 school children in Cincinnati, New York, and Brooklyn :*

In Cincinnati, in the district school, in 209 pupils examined, the rate of near^ight*
edness was 10 per cent. In the intermediate schools, in 210 pupils, 14 per cent, wero^
near-sight^. In the normal and high schools, in 211 scholars, 16 per cent, were near-
sightecL In the introductory class of the New York College, 29 per cent, were near-
sighted ; in the freshman class, 40 per cent. ; in the sophomore class, 34.75 per cent. ;
in the junior class, 53 per cent. In the Polytechnic Institute in Brooklyn, 10 per
cent, of the students in the academic department were found to be near-sighted ; and
in the collegiate department, of 158 students examined, 28.5 per cent, were near-
sighted. There is a striking correspondence between these results and those obtained
in Germany ; both showing that near-sightedness increases in the advanced grades of
the public schools.'

EDUCATION VS. POUCB.

The expenditure for police in our cities brought into comparison with the expendi-
tore for education presents many, interesting contrasts. It would naturally be
thought that all the items necessary for such a comparison could be furnished from the
ncords of every city annually ; unfortunately this is not so.

It is universally admitted that education which develops aright the whole man
most bear a close relation to the evils in human condition, and among them to crime.
The most enthusiastic would hardly claim that education at its best could perfect
hunan condition ; they believe, however, in its power to modify and improve. From
die present imperfect condition of records and statistics a fair mind can hardly reach
a different conclusion; but a thorough investigator will scarcely be satisfied until
the data before him shall include a fair statement of all the conditions involved in
the statement. The police expenditure is but a single item in the cost of crime; there
is also the destruction of life and property, with the evils arising fh>m their constant
peril, to which must be added the cost of courts, of Jails, of penitentiaries, and all other
expenditnre on account of crime.

1 The Sanitariui, Kay, 1877, p. 204. >Ibid., pp. 122, 123. •Ibid., p. m

LXVI

REPOBT OF THE C0MMI8SI0NEB OF EDUCATION.

Comparison of municipal eaependUure$ for police and education.

CiUes.

San Franciaoo, Cal
JSlew Haven, Conn

Chicago, HI

LonisvUle, Ey

Xew Orleans, La . .

Baltimore, Md

Boston, Mass

))etroit, Mich

St Louis, Mo

Jersey City, N.J. .

Xewark,N. J

Albany,N.Y

Brooklyn, N.T ...

BnfRao,K. Y

KewYork,N.Y..
Cincinnati, Ohio . .
Cleveland, Ohio...
Philadelphia, Pa..
Providence, R I. . .
Charleston, S.C...
Memphis, Tenn . ...
Washington, D. C .

Year.

1876
18T7
1876
1876
1877
1877
1877
1877
1877

187J
1877
1877
1877
1877
1877
1877
1876
1877
1877
1877
1877

Population.

272,345

57,196

425,000

125,000

210,000

802,839

341,919

110,000

600,000

120,000

69,422

896,099

143,594

1,200,000

267,000

138,044

750,000

100,675

48,956

40,226

106,000

Police expenditure.

Total

$238,050
76,000
564,308
168,079
325,000
509,110
833,706
135,000
464,584

155,836
117,689
815, 491
225,000

8,292,400
271,627
163,565

1,437,546

227,687

97,281

^49,685

800,000

Per
capita.

10 85
1 33
1 32
1 34
1 55

1 97

2 48
1 22

1 29
1 09
206

1 56

2 74
1 01
1 18
1 91
226
1 98
123
283

Educational e^qModU
ture.

TotiO.

1867,107
206.436
829,429
285,302

699,514
1, 816, 615

213, 214
1,007,830

al29,125

8,316,889
673,036
397,782

1,991,364
202,000

833,766

Per
capita.

13 IB
361
1 96
228

280
5 31

1 93

2 01

2 76
2 S2
2 88
2 f&
2 00

3 15

a Total, including expenditure for buildings, $226,666.

6 The reduction of more than one-half since 1874 has been accomplished by cutting down salariea.

In Albany, oat of 6,840 arrests, 1,250 were of persons between 10 and 20 years of age.

In Cleveland, ont of 7,845 arrests, 59 were of children nnder 10 years of age, 419 fix>m
10 to 15, and 935 from 15 to 20 ; a total of 1,413 under 20 years of age.

In Brooklyn, out of 26,857 arrests, 86 were of children under 8 years of age, 1,347 from
S to 14, and 4,247 from 14 to 21 ; a total of 5,680 minors.

In St. Louis, out of 19,427 persons arrested, 2,344 were under 20 years of age.

In Boston, out of 26,683 arrests, 4,915 Avere of minors ; that these were principally
youth with no homes would seem to be indicated by the fact that 4,711 minors had
applied for lodging at station houses.

In Cincinnati, out of 10,647 arrests, 1,696 were of persons between the ages of 10 and
SlO. Of the whole number arrested, 10,647, only 355 were found unable to read and
write.

In Detroit, the whole number of arrests for the year was 4,657. Of these, 701 could
neither read nor write, and 107 others could read only. The number of arrests under
20 years of age was 850. The superintendent of police says : "While there is abun-
dant provision made for boys who commit offenses cognizable by the State statutes
and institutions have been erected for their detention, schooling, and employment, there
is only one for the reception of females, viz, the house of correction ; and the courts have
no other alternative but to send them thither. • • • Some better provision than
^at now existing should be made for them."

In Buffalo, in 1877, the whole number of arrests was 8,126. Of these, 89 were of
children under 10 years of age, 543 from 10 to 15, and 1,221 from 15 to 20 ; making
1,653 arrests of persons nnder 20 years of age.

THE WAGES OP JANITORS.

JAITITORS' WAOB8.

Lxvn

The following statement respecting the wages paid to janitors of school buildings
in certain cities was prepared last year. It illustrates the sort of work often done by
this Office in response to requests made by school officers. In this case the informal
tion was desired by General C. £. Hovey, one of the school trostees of the District of
Colombia, and, having been found useful in many places, it is inserted here for the
use of a larger constituency.

In the following replies, the number before each indicates the city to which the cor-
lesponding number is attached in the list below, viz :

1. Albany, N. Y.

2. Allegheny, Pa.

3. Baltimore, Md.

4. Chicago, HI.

5. Cincinnati, Ohio.

6. Columbus, Ohio.

7. CoTington, Ky.

8. I>aTenxK>rt, Iowa.

9. Denver, -Colo.

10. Des Moines, Iowa.

11. Detroit, Mich.

12. Nashyille, Teun.

13. Newark, N. J.

14. New Haven, Conn.

15. New Orleans, La.

16. Omaha, Nebr.

17. Peoria, IlL

la Pittsburgh, Pa.

19. Providence, R. I.

20. Quincy, IlL

21. Rochester, N. T.

22. St. Louis, Mo.

23. San Francisco, CaL

24. Springfield, Mass.

25. Utica, N. Y.

26. Washington, D. C.

27. Wilmington, Del.

28. Worcester, Mass.

Question 1. — What amount is paid per month or per aunum for Janitor*s labor in the
care of a single isolated school room heated by a stove t

Answers. — Nos. 1, 2, 5, 7, 12, 13, 20, 22, and 25 have no isolated school rooms. No.
3, pay regulated by number of classes in a room ; for 3 classes or less, $8 per month ; 4
classes, ^ ; 5 classes, $10, &c. ; Li) cents per month for each fire. No. 4, $4 per week.
No. 6, |8 per month, |80 per annum. No. 8, flOO. No. 9, $5 per month (rent'Od rooms).
Ko. 10, $6 per mouth, when Janitor does not live in the building. No. 11, |8.25 per
month. No. 14, $50. No. 15, $15 per month. No. 10, $290 per annum. No. 17, $5 per
month (10 months to the year). No. 18, $48 to $96; local committees fix salaries in
their districts. No. 19. room of 50 scholars, 50 cents per week ; larger rooms, 75 ceuts ;
and 50 cents for each nre. No. 21, $8 i)er month, $96 per annum. No. 2a, $10 per
month, $120 per annum. No. 24, $29 to $50 per annum. Nos. 26 and 27, $48 per annum.
No. 28, $1 per week, October 1 to May 1 ; 50 cents, May 1 to October 1.

Question 2. — ^What amount is paid per month or per annum for Janitor's labor in
the care of two or more school rooms heated by stoves f '

Answers. — No. 1, two .rooms, $65 per annum. No. 2, school buildings contain ten to
twenty rooms each, salaries average $500 to $1,000. No. 3, ten rooms, $17.50 per month
in winter; in summer, deduction of 50 cents for each stove. Not 4, less than eight
rooms, $5 to $6 per week each. No. 5, ten rooms, $1.40 per diem, and living rooms ;
twenty rooms, $2.05 per diem, and living rooms (furnish tnoir own materials). No. 6,
trvo rooms, $160 per annimi ; four rooms, $416 ; eight rooms, $624. No. 7, twelve rooms,
|40 per month, $480 per annum. No. 8, five rooms, ^)0 ; eight rooms, $550 ; ten rooms,
$30U; twelve rooms, $650. Nos. 9 and 25, no rooms heated by stoves. No. 10, ten
rooms, $40 i>er month, lodging, fiiel, and light. No. 11, two rooms, $10.50 per month.
No. 12, three rooms, $15 per month ; five rooms, $25 ; six rooms, $30 ; eight rooms, $35 ;
twenty-two rooms, $55. No. 13, two rooms, $180 per annum ; three rooms, $240 ; four
rooujsj^ $300 ; five rooms, $360. No. 14, two rooms, C«90. No. 15, six to twelve rooms,
$11 per month and lodging. No. 16, two rooms, $320 per annum. No. 17, $50 per
month, $500 per annum, for twelve rooms. No. 18, two rooms, $108 per annum ; three
romns, $120 to $300 ; four rooms, $140 and $240 ; six rooms, $240 and $iiOO; ten rooms,
|4K>; twelve rooms, $720; seventeen rooms, with rent Csalaries in each district fixed
by local committee). No. 19, 50 to 75 cents per week for each room, and 50 cents per
week for each stove. No. 20, two or more rooms, $3 per month each. No. 21, two
rooms, $8 jht month ; four rooms, $12 ; six rooms, $18 ; ten rooms, $30 ; fourteen rooms,
|C5 to $40, twelve months to the year ; salaries varied by amount of sidewalk and
height of building. No. 22, two rooms, $15 to $20 })er mouth ; four to six rooms, $30 ;
eight rooms, $55 ; twelve rooms, $75 ; sixteen rooms, $1)5 ; eighteen rooms, $100. No.
23, two rooms, $15 per month, $180 per annum ; buildings with number of rooms, $5
per room. No. 24, two rooms, $132 ; three rooms, $212 ; five rooms, $230. No. 26, $36
per annum for each room. No. 27, six rooms, stoves, $125 per annum. No. 28, 30 cents
per week for each room, and 30 cents for each lire ; in large buildings, $1 per week
•xa« for work about yards, ^bc

LXVin REPORT OF THE COMMISSIONER OF EDUCATION.

Question 3. — ^What Amount is ipaid per month or per annum for janitor's labor
(whether performed by one or moro than one pe]*8on) in the care of two or more school
rooms (give number of rooms) at one place^ heated by hot air furnace f

Answers. — No. 1, six rooms, $150 per annum ; twelve rooms, $250. Nos. 2, 5, and 15,
no answer. No. 3, two female high schools, ^00 per annum each for cleaning, and
$400 per annima each for fireman ; four other school buildings, each $20 per month for
ilreman. No. 4, eight rooms, $50 per month ; twelve rooms, $70 per month. No. 6y
two rooms, $1()0 per annum ; four rooms, $416 ; eight rooms, $024. Nos. 7 and 10, no
furnaces. No. 8, eight roopis, $400 ; twelve rooms, $600. No. y, eight rooms, 2 fur-
naces, $50 per month ; eight rooms, 4 furnaces, $50 per month, including rooms for
Janitor ; twelve rooms, 8 fiimaces, $75 per month, including rooms, fuel, and gas. Nos.
11, 12, 13j 21, and 28, no hot air furnaces. No. 14, four rooms, $200 ; seven rooms,
$300; eight rooms, $350; twelve rooms, $550. No. 16, six rooms, 2 furnaces, $720 per
annum, and living rooms ; eleven rooms, 2 furnaces, $780, and living rooms ; twenty-
one rooms, 7 furnaces, $1,050, and living rooms. No. 17, nine rooms, @45per mon]^
for cleaning ( 10 months to the year), arid $40 per month for fireman during cold weather.
No. 18, six rooms, $300 and rent ; eight rooms, $600 to $700 ; ten rooms, $480 and $720 :
twelve rooms, $750 : seventeen rooms, $G20, rent and fuel (salaries regulated by local
committees). No. 19, twelve rooms, 4 furnaces, $10 per week. No. 20, twelve rooms,
$50 per month, rooms and fuel. No. 22, four rooms, $30 per month ; eight rooms, $50;
twelve rooms, $75 ; fourt-een rooms, $81.25. No. 23, two rooms, $15 per mouth, $180
per annum ; buD dings w ith number of rooms, $5 jier room. Na 24, four rooms, $220
per annum ; seven rooms, $550. No. 25^ two rooms, $150 per annum ; four rooms, $160;
ten rooms, $210 per annum ; free academy, eight rooms, $400. No. 26, four rooms, $300
per annum. No. 27, six rooms, $125 per annum ; eight rooms, $150.

Question 4. — What amount is paid per month or per annum for janitor's labor
(whether performed by one or more than one person) in the care of two or more rooms
(give number of rooms) at one place, heated by steam t

Answers. — No. 1, fifteen rooms and auditorium, $45 per month for steam apparatus
and $15 per month for cleaning (annual cleaning extra). Nos. 2, 5, and 9, no answer.
No. 3, Baltimore City College, $900, and living rooms. No. 4, sixteen rooms, $85 per
month ; over sixteen rooms, $85 to $135, accordinf^ to character of apparatus. No. 6,
two rooms, $160 per annum ; four rooms, $416 ; eight rooms, $624. Kos. 7, 11, 12, 15.
16, 17, 20, 23, 27, no steam. No. 8, twelve rooms, $600. No. 10, thirteen rooms, $600

er annum, with rooms, fuel, and light. No. 13, ten to fourteen rooms, $45 per month ;

arger buildings, $50 (12 months to the year). No. 14, twelve rooms, $550. No. 18,
eight rooms, $S)0, rent, fuel, and light ; twenty rooms, $1,200, and rent. No. 19, large
building, $14 per week. No. 21, seventeen rooms, 2 boilers, $75 per month, $900 per
annum. No. 22, t«n to twelve rooms, $50 to $60 per month. No. 24, nine rooms, office
and hall, $600; thirteen rooms, $625 ; high school, nineteen rooms, large assembly hall,
and 2 basements, $900. No. 25, twenty- three rooms, $450 per annum. No. W, six
rooms, $444; eight rooms, 2 boilers, $1,000, rooms, fuel, and light; ten rooms, 1 boiler,
$800, rooms, fuel, and li^ht ; sixteen rooms, 2 boilers, $1,300, rooms, fuel, and light ;
twenty rooms, sama as sixteen ; (in addition to the school rooms, each janitor has the
care of 1 to 4 play rooms, teachers' rooms, offices, and halls). No. 28, seventeen rooms,
fi buildings, $1,000 per annum.

Question 5. — In case janitor's rooms (for himself and family) are provided by the
public authorities in any school building (or an>n?rhere), make a separate note of the
fact, and state how much the rent of the same is estimated at.

AuFwers.— Nos. 1, 4, 6, 7, 8, 13, 14, 17, 19, 23, 24, 27, and 28, none provided. Nos. 2, 21,
22, and 25, no answer. No. 3, only in Baltimore City College, about $300. Nos. 5 and
20, janitor's rooms are provided, but no estimate of the rent is given. Nos. 9 and 12,
$10 per month. No. 10, $400, including fuel and light. No. 11, janitor's rooms in large
buildings (12 to 14 rooms), no estimate of rent. No. 15, rooms for porteresses, $5 per
month. No. 16, janitor's rooms in three school buildings, rcfht estimated reaiiectively
at $120, $150, and $240. No. 18, janitor's rooms provided in some cases, but no estimate
of rent. No. 26, $150 i>er annum.

Question 6. — Has any reduction of the pay of janitors been made during the past
twelve months, or is any contemplated f

Answers.— Nos.. 1. 3, 4, 6, 7, 6, 9, 10, 11, 12, 14, 15, 16, 17, 20, 25, 26, and 27, none.
Hos. 2, 5. 18, 21, ana 22, no answer. No. 13, no change of salaries in ten years ; none
contemplated. No. 19, reduction has been proposed, but it is doubtful if any will be
made. No. 23, salaries have been equalized, wnich has made a reduction in the whole
of about 3.8 per cent. No. 24, a slight reduction is probable. No. 28, in February,
1875, the pay of janitors was equalized, but neither rais^t^d nor lowered oa the vrhole.

NORMAL SCHOOLS.

LXIX

TABLE in.— NOBMAL SCHOOLS.

The following is a comparative summary of normal schools, instmctors, and pupils
reported to the Bureau for the years 1870 to 1677, inclusive :

Number 04 InstituUonB
Komber of instructors.
Kumber of students ...

1870.

178

10,028

187L

445

10,022

1872.

773

11,778

1873.

118

887

16,620

1874.

124

966

24,405

1875.

137

1,031

29,105

1876.

151

1,065

83,921

isn.

152

1,189

37,082

Table III. — Summary of statiaticB of normal 9chooU,

Number of normal scliools supported by-

Statei

County.

City.

Al) other agend^

States.

^ !

a is

Nnmber of
students, a

■Si

^ 1

M g

8 'C

a a

1
1

Abibttnufc ,

1
1

174

523

127

16
8

171

ArkansM

CatifbmiA

.«••..

ConTKy^<mt r t » -

Delaware

2
2

4
2
2

•

238

Georsia

1
2
1

1
d2

25
8

4
12

130
744
282
139
589

Hljbioia

14
4

279
75

1
el

5 130
20 2,555
11 ' 120

209

Indiana

280

Iowa -

Kansas

%rv

KentnckT

......

4
2

20
12

......

287

4
2
6
1
8
2
5
1
1
1
8
2

112

596
820

1,172
866
616
195

1,368

885

261

2,825
224

If ArTl«n<1

4
6

ViumarhiisHtA

ShmesotA

Xisrissippi

~ ~~iM ............

HTItiKWirl

410

If ebraaka

Xew IIampsbb«

Hew Jersey

ITewTork

1,566

• • • •

•

Xortb Carolina

224

Ohio

4
1

20 176

27 II Mf

2,0^5
134

Pomaylvsnia

10
1

125
12

2,264
143

Rhode laland

SootS Carolina

1
7

9
88

Tennessee

<tl
8

1
6

6
24

14
28
47

850

274

432

1,021

■

667

VeTBMmt

Vfrrinii. , . ,

13S

West Virginia

1
1
2

6
6
5
8

136

Wisconsin

THKtnct of Columbia. . .

Utah

Total

695

15,747

451

100 :A .VM

304

5,067

—1 —-■■.•

a This summary contains tbe strictly ncrmcU stuflents only, as fiir as reported ; for total number of
stndenta, see the following summary. 6 One of these receives aid fh>m the county also. Sup-
ported by city and county. dNo appropriations for the last year.

LXX BEPOBT OF THS COMMISSIONER OF EDUCATION.

Table Ul.— Summary of $taUi

StetM.

Alahftm^

Arkanaas

<;^aiforaia

OnuMoticot

Belawaire

Qeorgia

Slinoia

Indiana

Iowa

TTaniiaa

Kentaoky

liOoisiana

Haine

Maryland

Haaaachosetta

Michigan

Minneaota

Miaaiadppi

Miaaonri

ITebraaka

If ew Hampahire

New Jeraey

IfewTork

ITorth Carolina

Ohio

Pennsylvania

Rhode laland

South Carolina

Tenneaaee

'Vermont

Virginia

West Virginia

Wiaoonain

Biatriot of Colnmbia
Utah

Total

5
8

1
2
8
9
5
4
2
6
2
4
8
8
1
8
2
10
1
1
1

7
14
13
1
1
8
3
8
7
5
8
1

162

17
12

8
17

65
51
20
12
28
12
24
19
74
13
27
U
78

5
U

147

' 86

160

1.189

Number of atndenta.

I Gradnatea

I the laat ye

o
H

691
528
605
127
288
255

1,952

8,538
409
605
473
a337
696
431

1,283
631
899
195

2,162
835
142
261

6,964

848

<;2,799

c4,982

143

816

1,280

408

714

888

1,880

121

87,082

Number of nor-
mal atudenta.

Number of otbex
atudenta.

169

172

660

1,925

130

259

151

{

188

150

156

180
856

168

6(852)
652

266

1,883

1,868

42
880
141
271
805
491

176

63
468
113

66
117
801
1,267
185
830
181

45
408
273
1,188
210
872

177
83

207

8.007

182

878

2,267

181

861

209

289

263

580

{

6(852)
10,969 1 16^944

206

245

24
284
207
55
10
79

126

129

160

200
141
812

104

286

186

891

140

152

19
207
139

89
6

140

154

150

6(1.068)
239 256

200
157
646

124
254

28
114
134
418

6(1, 068)
3,641 I 8,782

}

4
14
81
86

4
122
60
10
18
39
82
70
46
840
77
80

198

9
48
87

492

221

360

100

2,763

a C l a aaifl oa t ion of 242 not reported. 6 Sex of theao not reported, tflndudea a number not olawU

NORMAL SCHOOLS.

LXIU

«/ noHMl acJi4>oU — Continued.

TofaiiD«a in libra
lies.

2.335

730

1,075

1,200

650

7,443
6^200
2,150

440
2,150

270
1.850

500
14.150
1,125
2,772
2,540
3,503

285

143,141

106

1,245

500

205
25

525

23
105

30
281

8,400

2.775

13,892

220

1,000

1,050

420

250

14,223

1,407

1,800

600

500

5.818

846

23,080

13,720

420

10t43U

1,213

1,023

4
2
7
1
8
1

I
1
1

119

LXXII BEPOBT OF THE COMMISSIOinSB OF EDUCATION,

Table III. — Appropriatiana for normml MikooU.

Name of aohooL

State Normal School^ Florence, Ala

Lincoln ^Normal ITnivoraity, Marion, Ala

Normal department of Arkansas Industrial University, I^yetterille, Ark

Branch Normal College, Arkansas Industrial University, Pine Bluf^ Ark

California State Normal School, San Jos6, Cal

Connecticut State Normal School, New Britain, Conn

Southern Illinois Normal University, Carbondale, Bl

Cook County Normal and Training School, Bnglewood, lU «.»

Illinois State Normal University, Normal, 111

Peoria County Normal School, Peoria, 111

Indiana State Normal School, Terre Haute, Ind

JTorthcm Indiana Normal School and Business Institute, Ta^iaiaiao, Ind

Iowa State Normal School, Cedar Falls, Iowa «.

Eastern Iowa Normal School, Grandview, Iowa

Eastern State Normal School, Castine, Maine.

Western State Normal School, Farmington, Maine

Normal department of Maine Central Institute, Pitt^eld, Maine

Baltimore Normal School for the Education of Colored Teachem, Baltimore, Md. .

Maryland State Normal School, Baltimore, Md

Massachusetts Normal Art School, Boston, Mass

State Normal School, Framingham, Mass

State Normal School, Salem, Mass

ITestfleld SUte Normal School, Westfleld, Mass

Massachusetts State Normal School, Worcester, Mass

Michigan State Normal School, YpsHanti, Mich • ^

* Bute Normal School at Mankato, Mankato, Minn 4...

State Nonnal School at St Cloud, St 'Cloud, Minn

State Normal School at Winona, Winona, Mbm

Mississippi State Normal School, Holly Springs, Miss

Tougaloo University and Normal School, Tongaloo, Miss

Southeast Missouri Normal School, Cape Girardeau, Mo

College of Normal Instruction, Columbia, Mo

Lincoln Institute, Jefferson City, Mo

North Missouri State Normal School, Kirksville, Mo

Northwest Normal School, Oregon, Mo

Nebraska State Normal School, Peru, Nebr

New Hampshire State Normal School, Plymouth, N.H

New Jersey Stato Normal and Model School, Trenton, N. J

New York State Normal School, Albany, N. T

State Normal School, Brookport, N. Y

State Normal School, Buflklo, N. Y

State Normal and Training School, Cortland, N. Y

a Exclusive of appropriations for pemument ol^Jeots.

b Also $4,000 county appropriation.

c County appropriation.

d City appropriation ; also $10,000 county appropriatloii.

a City appropriation.

/ Includes $30,000 for new building.

g Also $775 city appropriation.

$5,000 00

64,000 00

10,000 00

1,600 00

25.000 00

12,000 00

15,000 00

012,000 00

24.700 00

e5,a00 00

17,000 00

dl2,000 00

7,500 00

el, 400 00

8,600 00

7,500 00

000 00

2,000 00

10,500 00

11,000 00

12,000 00

IS, 900 00

13.000 00

18.000 00

/47, 000 00

•,000 00

9,000 00

12.000 00

8,000 00

2,500 00

7,500 00

13,000 00

5,000 00

10,000 00

«1,500 00

10,000 00

^,000 00

20,000 00

18,000 00

28.000 00

18,000 00

18; 000 00

NORMAL 8CHOOL8.

LXXIir

Table Tn.'—AppropriaHoM for mtmil gekooU — Continued.

•faolMwL

Stete Noniml SeHool, G«iie8eo, "S.Y ^

Feniile Korriiftl College, K^wTork, K.T

Oiwei^ State Koimfll and TiBlnfaig School, 08Wego,X. Y

State NofrmM and Trsiniiig School, Potadam, "S.Y

Nocmal department of the UniTeraity of North Candina, Chopel Hfll, K. C.

State Colored Nonnal School, Fayetteville, N. C

CineiiiBaii Normal School, Cinduiati, Ohio

Sandusky Training School, Saodnaky, Ohio

Pennaylvania State Normal School, aixth diatrict, Bloomaburg, Pa

Sooth weatem Normal College, California, Pa

Xinthweatem State Normal School, Edinboro', Pa

State Normal School at Indiana, Indiana, Pa

Central Stale Normal School, Lock Haven, ^a

PennsylvaniA State Normal School, fifth diatrict, Manafleld, Pa

Pnmaylvanla State Normal School, aecond diatrict, MillersviUe, Pa

Philadelpliia Normal School for Giria, Philadelphia, Pa

Cmnberland Yalley State Normal School, Shippenabnrg, Pa..l

Weat Chester State Normal School, West Cheater, Pa

Rhode labmd State Normal School, ProTldenee, RI

?reedme<n*a Nortoal Inatitnte. Maryrille, Tenn

CasUeton State Normal School, Caatleton, Yt

Johnaon State Normal School, Johnson, Yt

State Normal School, Bandolph, Yt

YaDey Normal School, Bridgewater, Ya

Concord State Normal School, Concord Church, W. Ya

Fainnont State Normal School, Fairmont, W. Ya

State Normal School at Glenville, Glenville, W.Ya

Kamhall College State Normal School, Huntington, W.Ya

Shepherd College, Shepherdatown, W.Ya

Weat Liberty State Normal School, Weat Liberty, W.Ya

(khkoah State Normal School, Oahkoah, Wia

Wiaconain State iTormal School, Plattevillc, Wis

SiTer Falls State Normal School, River Falla, Wia

State Norteal Sehool, Whitewater < Wia

Waahlngton Normal School, Washington, D. C

Konnal department of the Univeraity of Deseret, Salt Lake City, Utah

tit. 000 00

MO,ODO 00

18,000 00

17.886 00

2,000 00

60.085 00

bOOO 00

10,000 00

25,000 00

10,000 00

3,005 00

10,000 00

020,000 00

8,500 00

533,743 00

80,000 00

11, 132 00

13,800 OO

4173 00

1,118 00

2,872 00

2,044 00

«1,000 00

2,000 00

850 00

2,000 00

13, 021 00

17,118 00

18,002 00

21,000 OO

52,000 00

2,000 00

$58 00

37 27

21 00

8 51

20 00

15 00
12 05

21 00
87 41

19 70
11 90

18 50
10 00
20 00

19 00

24 58

80 40
31 00

a Excluaire of appropriationa for permanent ol^eeta.

h City aypruprhilion.

c Provided the achool raiaea $4^000.

<i County approprii^ion.

•Coonly appropriation, including $400 from Peabody ftmd.

LXXIV REPORT OF THE OOMBilSSIONER OP EDUCATION.

PROFESSORSHIPS OF DIDACTICS OR PEDAGOGICS.

The Bcience and art of teaching la sorely a snbject bo important that it maj well be
included in the cnnicula of our nniversities and colleges. The State UniTersity of
Iowa established a chair of didactics in 1873^ made it an elective snbject for the senior
year^ and gives the degree of bachelor of didactics to snch of its graduates as have
taught two years after receiving this instruction. The example seems worthy of im-
itation J

The attempt to establish chairs of didactics has been embarrassed by the historic
customs of our older colleges. They largely retain the ideas and methods which were
brought by the colonists from the mother country, and contemplate the education of
a comparatively small number of persons, and this after their minds are measurably
mature. Their methods are poorly adapted to instruct immature minds, have been
totally abandoned in all intelligent elementary training, and have been modified in
secondary instruction.

Naturally the learned men at the head of our colleges were considered the leaders
in our educational affairs. Often they stood aloof from the elemcntarj' school and
usually made no effort to modify their own methods for its use. Teaching many other
sciences, they omitted the philosophy of education from their curriculum, sometimes,
indeed, acting as though there were no such subject in the domain of thought. It
has been the same spirit, but not carried to the same extent, which has contended
against the teaching of the natural sciences.

It is this lack of a really comprehensive philosophy of culture, which should include
man in all his conditions and relations, that has permitted if not promoted foolish
prejudices between institutions df learning founded on a religious and a civic busiii
respectively, and between those founded by the several religions denominations.

A partial cure for this condition has been found in the various college associations
which have been founded from time to time. These cannot be conducted with any
marked interest and vigor without making our colleges better acquainted and more
sjrmpathetic with each other and causing them to assume a better relation to all other
phases of instruction.

It is not too much to hope that another result will be a more careful consideration
of the philosophy of education and adequate provision for the sound and thorough
teaching of it.

Many institutions whose students defray a large part of their expenses before grad-
uation by teaching do not give au hour's instruction in this subject nor make any
effort to secure pedagogical works for their libraries.

In striking contrast with this apathy is the treatment of the philosophy of education
by the German imiversities. In the following German universities pedagogy is taught
by means of lectures for the time stated :

iProf. S. N. Fellows has recently pnbliahed two articles on this snbject in the Educational Weekly,
Chicago, in which he briefly recapitulates as follows the reasons for establishing chairs of didactics in
colleges and universities:

. 1. It will greatly assist the graduates who, from their superior culture, will occupy chief placet
and become teachers of teachers.

2. A reflex benefit will accrue to the colleges themselves, in the greater success of their graduates
and in improved methods of their own work.

8. Professional educational literature will be improved.

4. The development of a true science of education will be promoted.

5. It will be a deserved recognition by the highest educational authorities of the value and need of
professional training fur teachers of every grade.

0. Teaching will more Justly merit the title of a profession.

7. Higher institutions will become more closely united with our public school system.

8. It will increase and widen the knowledge of the ends and means of education among those who^
though not teachers, will hold high oflicial and social positions.

BUSINESS COLLEGES.

LXXV

Hours a
week.

Berlin

Bonn

Brealau ....
Erlangen..
Freiborg ..
Gieasen....
Gottingen .
Greifawald

HaUe

Heidelberg

6
4
3
2
2
2
2
3
5

Hours a
week.

Jena

Kiel

Leipzig...,
Milnater ...
Tiibingeu.,
Wtirzburg

Vienna

Berne .....

Basal

Ziirich ...

6
3
8
4
3
4
6
2
2
2

At Jena the subjects of the lectures are: History of education, scientific principles of
educating the child, school discipline, methods of instruction, school hygiene, school
legislation, school architecture, ancient and modem languages, comparative philology,
logic, metaphysics.

There are in Germany, besides the ordinary seminaries for the training of elementary
teachers, several advanced pedagogic seminaries, whose object is to give the students
an opportunity to acquire a more profound scientific knowledge in their specialties
before they enter upon their professional duties. These purely scientific institutions
ftre attended only by students and graduates of universities who aspire to the higher
positions in the secondary and superior schools. In some of these seminaries great
Btreas is laid on philology, in others on the philosojihy of education. There are at
present 4 of these higher seminaries at Berlin, 1 at Breslau, 1 at Gottingen, 1 at Bonn,
1 at Magdeburg, 1 at Konigsberg, and 1 at Stettin.

TABLE IV. — COBCMERCIAL AND BUSINESS COLLEGES.

The following is a comparative exhibit of colleges for business training, as reported
to this Bureau from 1870 to 1877, inclusive :

1877.

Koxnber of institutions
Kmnber of instructors.
Knmber of studefits . ..

1870.

isn.

1872.

1873.

1874.

1875.

1870.

112

120

181

137

168

268

514

677

604

609

5.824

6,4eo

8,451

22,807

26.892

20,109

25.284

134

668

23,400

It will be remarked that the commercial and business colleges of the conntry have
10 far decreased as to be almost in the position they occupied in 1873.

LXXVl BEPOBT OF THE C0MMI8SI0NEB OP EDUCATION.

Table IY. — Summary of siaUgUcf of oommleroial and Jnuinesa coUegm,

Stetes.

CaUfbmift

Qeorgia

UlinoU

Indiana

Iowa

Kansas

Kentucky

Lonisiana

Kaine

Maryland •

Massachnsetta

Kichigan :.

Hinneaota.....

Mississippi

Missouri

Nebraska

New Hampshire

New Jersey

New York

North Carolina

Ohio -....

Pennsylvania

Rhode Island

Tennessee

Texas .•

Virginia... :....

WcstVfrginia .....

Wisconsin...

District of Colombia

Total ...•

2
13
7
9
I
2
2
2
1
4
9
2
1
6
1
1
8

21
1

12
12
8
2
1
1
8
8
1

134

Number of students.

568

§ •^^ i

fi O o

a-S ^ e

676

213

2,848

1,425

1,705

529

318

378

341

518

1,114

318

130

1,121

100

385

4,105

1,985

i;992

680

283

204

1,753

135"

23,496

610

213

i335

1,075

1,070

447

265

318

256

843

832

260

130

1,031

296

3.161

1,596

1,400

558

210

141

1,419

18,055

613

408

548

353

128

1,150

562

182

122

407

5,450

154

400

16,100

al3,020

270

1,050

6,870

162

1,500

17.813

700
3,355

1,000
469
125

520
1,425

64,933

o >

1(
H

h«

a Of these, 13,000 volumes are in the library of the University of Notre Dame, Notre Dame, Ind.

TABLE Y. — KINDEROXRTEN.

The following is a comparative summary of Kiudergarten, instructors, and pupi!
reported to the Bureau from 1873 to 1877, inclusive :

•

1873.

1874.

1875.

1876.

1877.

TTlSinb^T of llMtitntiODV ^rrr, r

1,252

125

1,636

216

2,809

130

864

4,090

Number of nunils ........t. ........

8.9C

KIKDJEJiO^BTEN — SECOIirDA&T INSTRUCTION.

LZXVII

Table X.— Summary of staHatict of Kindergarten,
^

Stote^

CalifomiA

Colorado

Conaecticiit

Geoigi*

nUnois

Tiyli^ff^

low*

Ktntacky

Mtine

ILvyland

KMMchiisetts

Micbtlgaii

Minnesota

MiMoari

New HAmp«hire

New Jersey

New York

Ohio

PeonsjlTani*

Bonth CaroUiui

Wisconsin

Diitrict of Colnmbia

TotsL

Number of
schools.

3
2
4

12
8
8

20
2

22
6

12
1
6
5

129

Number of
teachers.

8
2
5
1

105

836

Number of
pupils.

141
80
40
82
80
48

195

1,145

451

682
89

207
24

291

186

8,931

The introdaction of the Kindergarten into schools for orphans^ and those schools
Mtabliahed among the poor and distressed in our cities, is attended with excellent re-
Bolts. Mrs. Horace Mann writes that 'Hhe charity Kindergarten are doing a beanti-
fill work in Cambridge, Mass. One of these Kindergarten is supported by the city of
Cambridge and the other three by a lady who does not wish to have her name pnb-
liuhed." The success of the Kindergarten is much lessened through lack of favorable
conditions. But important progress has nevertheless been made ( 1 ) in training teachers
to instruct in true Kindergarten methods; (2) in giving to school officers and the public
generally a correct idea of what these methods are ; and (3) in bringing a supply of
Kindergarten appliances within the reach of those who desire to procure them. It is
indeed true that a few thousand only of the many of proper age for this training are
u yet reported in attendance upon Kindergarten ; but the zealous, self-sacrificing
advocates of these improvements have the satisfaction of knowing that their efforts
have been rewarded by a more earnest study among parents and teachers of what
methods are most fit in the first years of infantile training. They thus benefit tens ol
thousanda who never enter one of these interesting institutions ; and their efforts,
also, in not a few cases, have had a most wholesome effect upon the methods adopted
in more advanced courses of training.

TABLK VI. — SECONDARY INSTRUCTION.

The folio wii^ is a comparative summary of the number of institutions for secondary
instruction making returns from 1871 to 1877, inclusive :

IComber of institationf .
Kamber of instructors. .
Camber of stadents....

1870.

187L

638

8,171

80,227

1872.

811

4,501

06,929

1878.

944

6^058

118,070

1874.

1,031

6^466

96,179

187S.

1,143

6,081

108,235

1876L

1,229
6,909
106»647

1877.

1,226

5,968

96,871

LXXVin BEPORT OF THE COliMISSIONER OP EDUCATION.

Table Y1.— Summary ofBtaiisHes of

Stet«8 And Territories.

AlAbem*

Arkansas «...

California

Colorado

Connecticut

Belawaie

Florida

Georgia

Illinois

Indiana

Iowa

Kansas

Kentucky

Lou iwiana

Maine

Maryland

Massachusetts

Michigan

Minnesota

Mississippi

Missouri

Nebraska

New Hampshire ....

!New Jersey ,

New York

North Carolina

Ohio...;

Oregon

Pennsylvania

Rhode Island

South Carolina

Tennessee

Texas

Vermont

Virginia

"We^t Virginia

"Wisconsin

District of Columbia

Indian Territory

New Mexico

Utah

Washington

Total

105

217

16
25
1
2
8
1

1,226

Instructors.

Male.

8
80

2
89
29

128

525

4
96
27
48
105
98
19
27
)5
49

112

583

256

5
40
34

14
1

Female.

Number of students.

126

14
126

85
129

21
162

145

47
6

57
127
783

52
167

40 i
332

22
104

83
1

82
4

Total.

a670

205

3,660

181

a2,047

608

854

05,849

2,852

2,350

03,908

208

04,422

904

2,331

2,574

2,814

579

1,297

709

1,400

2.968

2,764

ol9, 538

o2,181

04.130

1,451

6.926

311

ol, 074

o5, 378

1,331

2,994

1,366

710

ol,827

1,048

252

1,486

Male.

278
100

1,587

932

880

233

3,384
796
981

1,777
53

1,913
588

1,229

1,439

1,162
281
648
297
713

1,567

1,430
10, 153

1,141

1,836
662

4,161
132
337

2,763
730

1,444
751
200
612
352
60
27
803

Female.

156

105

2,073

180

1,085

228

621

2,385

2,056

1,369

2,006

155

2,409

316

1,102

1,135

1,652

298

649

412

687

1,401

1,334

9,240

1,040

2,178

789

2,765

179

460

2,555

601

1,550

615

420

1,168

696

225

683

i
•i

844

175

2,680

1,377

406

621
8,926
1.618

759
2,006

168
3,178

816
1,305
2,115
1,608

235

932

603

915
85
2,134
1,526
12,653
1,869
1,980

921

4,303

575
4,477

902
2,011
1,029

556
1,075

821

1,074

8
1

860

1,004

564

. 455

192

115

1,211

105

407

500

124

446

453

826

509

426

476

201

581

1,187

509

716

143

169

147

185

233

568

204

533

480

3,424

8,867

454

164

577

392

119

124

1,452

1,209

103

100

002

251

283

634

322

362

277

445

196

510

162

261

7
3

62,536 3,427 I a98,371 i 48,023 I 49,123 I 63,975 16»285

15.294

a Sex not reported in all caaes. . 5 Sex of three not reported.

SECONDARY INSTBUCTION.

LXXIX

kiHMUmifor 9eoondarif itutrudian.

"Snmher of stadents.

1
1

- c

h a

34
8

107
2

160
84
49

484
82
20

209

25
20

■*»

g .

b S

« O

ft. «-
«

114

45
39
25

212
55
38

112

•a

c a

«« o

118

23
18

115

8
78

11
12

103

6^000 2.611 2,124

s i

8
8
10
29
5
5
2

83
4

240

50
2
6

48
2

049

1
23

2
33
10

4
21
18

8
19

4
22

G
13
23
39

5
11

10
32
161
11
18

7
72

4
17

5
18

2
10
15

?**

► J

a M

of scb
rnnsic

»4

^' E

•*!

, '

41
21

9
23

8
88

8
12
19
27

5
13

7
18

14
29
185
18
29
13
53

7
39
10
10
14

o
13
11

1
3
1

8
1

51
21

7
23

8
43

8
18
18
27

8
12

7
13

19
81
148
15
81
12
55

6
39
10
25
13

4
12
14

2
4
1

Libraries.

682 742 I 776

4,730

IP| Vlw

1,340

18,895

2,400

2,407

5, SCO

9,850

6,191

7.826

740

21.490

2.865

8,495

81,725

28,472

1,610

8,043

1,215

8,240

2,000

13,990

15,745

124,136

10,949

22,300

4,479

55, 202

7,210

2,050

13, 8;;2

4.200
13,008
11,350

1,000
12, 565

2,100
300

1,806
100

499,871

130

811

256

483

320

305

1,333

075

1,018
2

1,134

220

208

283

662

616

172

100

227

419

14,431

596

980

194

2,131

353

224

468

575

487

Property, income, dtc.

383
50

174,000

12,500
802,000
120,000
716,000
112,000

40,000
301, 100
058,000
194,000
313,600

90.500
534,850

62,000
815,000
666,200
934,082
112,000
267,500

70,600
230,200

25,000
312,400
682,000
4,085,188
229.400
609,900
155,200
4,538.800
829.000
104.250
430,342
146,500
375, 000
179, COO

50,000
276, 000

26,500

117,500

$48,000
7,000
150
32,000
85.000
51,500
49,200

14, C75

1,000

118, 342

723,000

572,352

6,370

13,500

126

198,297

49,000

485,903

8,000

98,550

8,200

123,000

130,000

18,000

148,500
0,700

13,600

Pi
ii

o
e

13,625
410
150
2,050
2,800
6,050
8,820

8,450

1,300

4,614

48,940

86,396

620

1,350

11,857

4,630

29,270

600

7,100

4,000

0608,230

8,700

1,500

8,020
5,480

855

7,300 1,540

J §

17,400

1.200
92,132
10,000
98,837
12,681

8,720
91,001
71,447
16,247
28,152

5,600
95,065

8,600
15,906
78,300
93,248

7,932
83,780
13.226
60,800

8,000
28,158
95.601
645,938
26,677
61, 676
16,770
217, 167
46,800

3,373
67,810
10, COO
31, 175
34,517

2,000
20,865

7,100

9,927

30, 782 120,008,312 2, 967, 564 | 806. 578 I 2, 075, 259

cOt this, 1000,000 is the income of Ginrd College for Orphans, Philadelphia, the amount of ftmds

producing it not being reported.

LXXX REPORT OP THE OOMMISSIONER OP EDUCATION.

StatUtioal summary of pupiU receiving secondary inetrueHon.

States ai^d Territo-
ries.

Alabama

Arkansas

California

Colorado

Connecticat

Delaware

Florida

Georgia

Illinois

Indiana

Iowa

Kansas

Kentucky

Louisiana

Maine

Mary Ian d ,

Massachnsetts

Michigan

Minnesota

Mississippi

Missouri

Nebraska

Nevada

New Hampshire

New Jersey

New York.. 1

North Carolina

Ohio

Oregon

Pennsylvania ,

Bhode Island

South Carolina

Tennessee

Texas

"Vermont

Virginia

West Virginia

"Wisconsin

District of Columbia.

Indian Territory

New Mexico

Utah

Washington

Total

1.060

576

346
897

211
2,166
1,073

450

923

338
374

43
491
346

16
141

3,957
1,200

1,439

192

1,194
4,032

265

283

310

3,955
144

1,123
146

1,553
400
298

670

205
8,660

181
2,047

608

854
5,849
2,852
2,350
3,908

208
4,422

904
2,331
2,674
2,814

579
1,297

709

1,400

958

227

145

228
539

58
204
320
809

2,
2,

19.
2,
4.
1,
6,

1,
6.
1,
2.

1,
1.

968
764
538
181
139
451
926
311
074
378
331
994
366
710
827
048

60
252
480

533

24.

1,010

53
200

40
119

619

255

2,325

622

276

2,617

889

908
639
164
80
275
101
291

T— . — ^

470

24,925 I 8,431

98,371

12, 510

In m«par«tory depftrtment*
of—

211

50
49

474

248

764

224
33

346
366

856
15
646
243
136
30
331

81
514
223

190

225

98
250
905
114

149

3,846

1,583

2.317

750

820

356

347
300
773
497
628
1,471
384
82

2,895
465

3,246
559

1,865

221

1,634

921

75
113
Oil
260

188
50

5,961 I 28,499

53
160

199

121

13
45

17
26

828

1,609

e
H

1,378
1.021
6.?B3
333
3.083
724
854
6,978
9,424
6,471
6,888
1,021
7,070
1,705
3,324
3,296
9,665
2,850
2,077
1,600
5,012
469
82
4,182
4,283
31,280
3,289
12,663
2,184
12,939
1,096
1,768
8.372
2,750
3,153
2,126
1,193
4,242
1.531
60
252
1,074
110

180,306

a In ninety-five cities.

h Strictly normal students are rot indy ded.

THE HIGH SCHOOL QUESTION. LXXXI

THE HIGH SCHOOL QUESTION.

The argnments of those who hold that the State has no right to provide education
beyond the mdimeuts may be briefly snmmarized as follows :

1. The State has the right to edncate its children just so far as will enable them to
understand their daties and exercise their rights as citizens of a firee country governed
by the popular voice. A primary education is sufficient for this ; therefore the State
has the right to furnish a primary education and nothing more.

2. The high school being patronized by but few and the majority deriving no benefit
from it, it is unjust to levy a general tax for its support.

3. '' Instead of educating the masses of children so as to prepare them for the pur-
suits and industries upon which they must depend for a living, high schools educate
them in such a way as to make them discontented with their condition and unfit to
discbarge its duties in a manner most beneficial to their own interests."

4. Our common school system has been enlarged and extende<l beyond the original
purpose of iis founders. The high nchool has been ingrafted upon the system con-
trary to the " original design;'* hence it should be cut otF.

Others who would not abolinh the high schools would still radically change the
basis of their organization by compelling those who avail themselves of their privi-
leges to pay a part of the cost of their maiutenauce.

Some of the causes which have oi>erated to produce this opposition to high schools
are referred to by Hon. H. V. Harriugtcm, superintendent of the public schools of New
Bedford, in his report for 1877. In disciuwing the question, "Whether the relations of
the high school to the elemcntarv dcpartmeuts of the »clioc»l- system are hh close and
intimate as they ought to be," he Kays:

It is my firm belief that the principles and mt'thmlH by which most high schools
have bt-en regulated have tentled to implant prejudices whieh have steadily been
gathering li**ad until they are now breaking out in open and bitter hostility. * * •
The miHtakes of management to wliieh 1 refer had their source in the idea whieh pre-
vailed re.si»ecting high h<'1ioo1h when they were originated, that they were to be tenders
to the college. From this has resulted the habit, on the jiart of scliool authorities and
high-wrhool teachers, of looking ujiward to the colleges lor close links of connection
and i4yui])atby, instead of downward to the elementary schools. Thus a gulf of sepa-
raticm has been created between the two classes of s<'h<M»ls.

He instances some of the particuLii-s in which this state of things has been made
manifest, as follows :

1. Many of the studies piu'sned in most high schools have been of a purely disci-
l>linary or preparatory- character, only 4o be i>relerred when the scholar has the prospect
Ijefore him of si)ending yeain enough in study to attain a (so to speak) complete edu-
cation. The intiTcsts of those who conld hope to remain through only a part of the
fourge — a large perci*ntage of every entering class — and whose studies .should there-
fore have been carefully regulated so as to combine the acquisiti(m of serviceable
knowledge with mental disc'inline, have been disregarded. Many a parent who has
maintained his boy in the hign school for a year or two, at cost of much privation,
* * * withdraws him, when at length he must, (Hily to find that the lu'actical
interests of his life have not been taken into account, and that he has little or nothing
in that direction to show for the time he has spent in the school. What wonder that
«nch a parent should feel a sense of penwmal injurj' and wrong, and nurse it into a
virolent prejudice f

2. The studies of the high school have not been intinmtely associated with those
f»f the grammar sch<K)l, as dictated by the law of n^gular progression. * * * School
authorities and high school teachei's have acted very generally as though there were
a broad gulf of s«iparatiou between grammar schools and the high school, as though
the two differed not only in degree but in kind. Thus the recpiisitions for admission
to the high schools have implied the expectation that the candidates have finished
the CTammar school studies. * * * Then, having leaped the gulf and landed on
the high school side, the successful candidates have been put upon the studies prepar-
atory to a long course of culture which, by the great majority, was never to be real-
ized! Meanwhile, the grammar school studies — finished — have been laid on the shelf
to be forgotten. And thus the parent of whom I have spoken has had an additional
source of <liscomfort ; for he has not only fomid the studies his child had pui-sued in
the high school to be of small practical use, but that he had been suffered to forget
what he had learned before. And nothing has serve4 more eft'ectually to bring the

E — ^VT

LXXXII REPORT OF THE COMMISSIONER OF EDUCATION.

Inf:^!! schools into odium and contempt than the fact that so many of their scholars,
while accomplished in languages and sciences, have proved ignorant blunderers in
elementary knowledge and work.

3. Our cities and towns have erected magnificent houses for their high schools,
i'ar more costly than they would be willing to provide for any school of a lower grade,
and this lavish expenditure has tended to imbitter two dilFerent classes of citizens
against the high school : the men of property, whose taxes have been increased to pay
it, and the poor men, wiio, unable to grant their children the jjrivileges of high school
instruction, draw angiy contrasts between the splendid accommodations which the
children of the moiv fortunate enjoy and the humbler conditions with which their own
must be content.

These causes of complaint can easily be removed, and Mr. Harrington would accom-
l)lish this by '* two nulical modidcations of the coui'se of study : one for the purpose of
adapting it to accomplish a closer relation with the grammar echools, the other to
answer the requisition of the great American public, which must inevitably be deferred
to in every (piarter, sooner or later, that the masses of children must be so educated 'as
to prepare them for the pursuits and industries on which they must depend for a

living.'"

'*No system of public iiducation,"8ays Huxley, " is worthy the name unless it creates
a great educational ladder with one end in the gutter and the other in the university."
**I will thank any person," says Everett, "to tell why it is expedient and beneficial
in a community to make i>ublic provision for teaching the elements of learning and not
expedient nor beneficial to make similar provision to aid the learner's progress toward
the mastery of the most difficult branches of science and the choicest refinements
of literature." "Experience has proved," says Mr. Francis Adams, " that element-
ary education flourishes most where the pro\ision for higher education is most ample.
If the elementary schools of Germany are the Iwst in the world, it is owing in a great
measure to the fact that the higher schools are accessible to all classes. In England,
not only have the aims of the elementary schools been educationally low and narrow,
but an impassable gulf has separated the people's schools from the higher schools of the
country. In the United States the common schools have always produced the best
results where the means of higher education have been the most plentiful." — (Massa-
chusetts State Report, 1877. )

Hon. P. Emory Aldrich, in an addi*ess delivered before the Massachusetts State
Teachers' Association, December 28, 1877, said :

I affirm, first, that it has been the settled and prevalent policy of these States, as
well as of the General Government itself, to grant State or governmental sui)port to
schools of every grade, from the i^rimary up to and including the university ; and, fur-
thermore, that this was the accepted theory and* practice of the colonies before the
States were organized as they now exist. And, secondly, I shall contend that this
policy should not now be abandoned, but, on the contrary, should be continued and
extended to meet the growing necessities of the greatly enlarged and ever expanding
field of human knowledge and acquisition.

Calling attention to the large and liberal views held U]>on this subject by the fathers
of the Rejiublic, he quotes from some of them. John Adams, in his work on govern-
ment, says:

Laws for the liberal education of youth, especially of the lower class of people, are
so extremely wise and useful that, to a humane and generous mind, no expense for
this purpose would be thought extravagant.

Madison says:

Knowledge will forever govern ignorance ; and a people who mean to be their own
covemors must arm themselves with the power which knowledge gives. » * »
Every class is interested in establishments which give to the human mind its highest
improvement. * * • Jammed insiiiulions ought to he favorite objects with every free
people. They throw that light over the public mind which is the best security againot
crafty and dangerous encroachments on the public liberty.

Giving Mr. Madison's views at greater length than is done in the above citation,

Judge Aldrich continues :

These sagacious and far reaching views as to the necessity and extent of popular
education were by no means peculiar to the eminent statesmen and scholars whose

THE HIGH SCHOOL QUESTION. LXXXIII

irords I have quoted, as could easily be shown by liberal quotations from the writings
o[ many of their most distinsuishcd contemporaries. They are the deliberately ex-
pressed opinious of men by whose wisdom and foresight States were formed and a
BAtion created. • * * xhe founders of our institutions clearly perceived that
popular ffovemmeut could not rest securely on popular ignorance, and that knowl-
edge, ana not merely the rudiments of iL generally disseminated among the people, is
essential to the stability of that form oi government which depends for its existence
on the will of the governed. Nor were these views first entertained and expressed
by the founders of our Republic. They were among the rich inheritances of civil
wisdom derived from the colonial period of our history, as shown, among other proofs,
by the celebrated ordinance passed in the year 1647 by the general court of the Mas-
sachusetts Colony. * • * This ordinance, it will bo remembered, was founded on
the assumed right of the state to require that schools shall be supported by public
taxation, wherein the youth of the state, whether they be the sons of taxpaymg or
uoQ-taxpaying parents, may be educated in the higher branches of learning.

After quoting the constitutions of Massachusetts and New Hampshire, which con-
tain substantially the same declaration of principles. Judge Aldrich continues:

I only desire now, in passing, to remind you that these are not the opinions of an
accidental and temporary majority, of a sect or party, but are rather the solemnly ex-
pressed and long cherished principles of a whole people ; and also to ob8er>^o that the
duty on the part of the state to promote the cause of education is placed on the same
footing precisely as that of promoting trade, commerce, and manufactures. • * ♦
It is witliin the memory of hving scholars when the declaration that this wa« an open
or debatable question would have been listened to with surprise and an emphatic dis-
sent by every niend of popular education. * • • The public support of high schools
and technical schools, wherein the youth of the land may be taught the arts of peace
and the duties of civil life, is based on the 'same principle and justified by the same
course of argument as the g;ovemmental support of the two technical schools at West
Point and Annapolis, in which a few selecteil yonn^ men are instructed in the art and
discipline of war. Every communitv of men organized under anv form of government
needs, and must have, individutals educated and competent to auminister its civil as
well as it« military affairs. And this is eminently true under such a Government as
ours — "a Government of the people, by the people, and for the ^>eople" — where every
State, county, city, town, and scnool district in the land requires educated men to
assume important places of trust and responsibility, and to conduct with intc^lligence
tbe infinitely complicated affairs of such a popular government. And shall it be said
that a Government thus needing for its own existence and successful administration
educated men cannot lawfully and without injustice provide schools for the neces-
sary education and training of such men ? * • * It is too late to deny that superior
education is necessary to the state, and it is precisely on this ground of state necessity
that the grants to, and public support of, schools should be made and given, and not
on the ground that they are mere benefactions to the grantees.

Hon. Ezra S. Can*, State superintendent of public instruction of California, in his

report for 1876-*77 says :

The right of the State and municipal governments to maintain high schools is not
legally distinguishable from the right to maintain elementary schools. • * *
Smooh exist because of a well founded claim, and not because of toleration. The univei"sal
recognition of this principle is found in tne constitution of every State in the Union.

After quoting from the constitutions of Arkansas, Florida, Kansas, and Massachusetts,

Mr. Carr continues :

Further citations are not required to show that **tlie school is created and en-
couraged as an institution that is purely one of political economy, for increasing
the production and accumulation of wealth, and as a means of preventing pau-
perism and crime, which is still only wealth." The right to educate is '' one of
those inalienable rights which have never been suiTcndei-ed by the people either to
Congress or to legislatures, because of the right of the people to the fruits of intel-
ligence and protection from the folly and crime which result from ignorance." * * * •
Education is not a fixed quantity to be measured by one generation for that which
succeeds it. The ** common schooling" of the past century, for instance, would not
adequately fit the average citizen of to-day for the necessary business of life. The
standard of general intelligence is higher. The demand for secondary and high schools
is far more general througiiout the United States at the present time than was the de-
mand for elementary schools fifty or even twenty-five years ago. " The school being
the creation of the State, and the interests involved being so vital, it would seem to
be a legitimate and necessary consequence that all schools should be regarded as to
their aavancement by the States." If this be true, graded and high schools are legiti-
mate, because necessary.

XXXXIV REPORT OF THE COMMISSIONER OF EDUCATION,

Hon. James H. Smarts State siipcrintendeiit of pnblic instmctiou of Indiana, in his
report for 1876 says:

Good citizenship requires intelligence enough to make good laws and patriotism
enough to obey them and defend them when made. An ignorant man can be a good
subject, thinking the opinions and executing the will of others, but he cannot prop-
erly exercise the fimctions of good citizenship. The highest form of citizenship necessi-
tates the highest degree of intelligence. A limitation of intelligence is necessarily an
abridgment of citizenship. Every voter of the State is a lawmaker. He expresses
his thought through the oallot, and thus his intelligence manifests itself in the laws of
the conunonwealth. A primary education, a mere ability to read and to write one*8
name, is not sufficient to qualify one to exercise this hi^h function. • * * The fact
that a man sends no children to a school does not justify the claim that he ought not
to be called iipon to pay for its support. But it is urged by some that while this may
be true in reference to the lower schools, because those who do not patronize them
are in the minority, it is not true of the high school, for the reason that those who do
not patronize it are in the majority. If this objection were sound, then every gram-
mar school in the State must be struck down, every intermediate and every senior
primary school must be closed, because a majority do not patronize them. Every
graded system of schools in the State must also be destroyed for the same reason.

* * * If the argument be good, then we must limit public education to the sub-
jects of reading, writing, spemng, and the fundamental rules of arithmetic, because
these branches are all tnat are studied by the m^ority, and so, because a majority
cannot be induced to take a good education, the State shall i>rovide nothing but the
mere skeleton of an education. This principle would limit the schools all over the
State to four months, because a majority of the children do not attend the schools more
than four months. * * * It would be as logical to maintain that the insane asy-
lum should not be supported because the majority of the i>eople do not patronize it
as to say that the high school should not be maintained because a majority do not
send their children to it. * * * The argument of "original design" is one that is
used as a last resort. Suppose, for the sake of argument, that the founders of our
school system did not contemplate a perfect system, is that any reason why men with
more wisdom and more experience should be bound not to change and improve itt

* * * There is scarcely a law on our statute books, scarcely a State constitution
in the Union, that has not been revised, amended, and improved. Experience has
shown that the great charter of American libei*ty, the Federal Constitution, a« orig-
inally constructed, was not adequate to meet the wants of a gro\ving and progressive
people. ♦ * * Adherence to "original design " turns us ba<;k upon the perfecting
future to embrace the prejudices of a dead past; it blocks the wheels of human prog-
ress and stays the onward march of civilization. It can be shown, however, that
the fathers builded wisely, and that the pres<}nt system, in its scope, at least, is not a
departure from original design. * * * The first constitution of Indiana, adoi)ted
in 1816, among other things, provides as follows: "It shall be the duty of the gen-
eral assembly, as soon as circumstances will permit, to provide by law for a general
system of education, ascending in a regular gradation from township schools to a
State university, wherein tuition shall be gratis and equally open to all." * * • The
framers of the earlier constitutions of most of the Northern States held the same broad
views, and so expressed them in the instruments which they made. * • * They de-
clared with singular unanimity that learning and wisdom generally diffused among the
masses were essential to libertv, and that it was the duty of the State to forever estab-
lish and encourage schools, colleges, seminaries of learning, &c.. for the education of
the people. A limitation of public education to a few primary oranches would be a
departure from original design, and not an adherence to it.

Mr. Smart further says:

The term "high school" is, possibly, an unfortunate one, inasmuch as it leads many
to suppose that the grade is one above the common school. This is not ihc case. The
high school is an advanced elementary school. It is an integral part of the common
school system. • * * Its purpose is to lay the foundations of knowledge merely.

* * * It does not make lawyers or architects, engineers or bankers, but it aims to
give that common information, that common discipline, without which no man can
become a good physician, a good lawyer, a good mechanic, a good business man, or a
good farmer. * * • Our so called high schools are common schools in the strictest
sense of the term.

Hon. John W. Dickinson, secretary of the Massachusetts State board of education,
in his report for 187G-77 says :

There will be more educated people in every town maintaining a high school than
there would be without it ; and the more educated people there are, the greater will
be the development of material resources, the more jierfect the security of property and

THE HK3H SCHOOL QUESTION. LXXXV

of persons, the higher the civilization, and the more complete the facilities for the
unmolested enjoyment of all the objects of our natural rights. * * * A further
argunieDt in favor of maintaining high sehoola at the public expense may be made in
showing that they }*«*rve to give increase*! elhciency to the elementary schools. • * *
By the stantlanl they establish for admission to their cla*wes and the opportunities
tliey offer fi»r a higher education, the high schools determine what the lower schools
shall do, and they everywhere stimulate pupils to remain in the lower schools until
what is requiriHl has been accomplished. Again, the lower schools, on account of the
age and attainments of their pupils, can teach elementary knowledge only. If the
high school is taken away, the opportunity for obtaining free instruction in scientitic
knowledge is taken away also. • • » jf i\n^ high school is open to all, that, in
connection with the lower schools, will have a tendency to preserve a republican
equality, which is always disturbed when the advantages of a higher education are
limited to a few. » * » j consider the high schools to be the crowning excellence
of our common schcnd system ; and, that they uuiy be as efficient as possible, 1 would
recommend to those who have the direct control of them that they guard against in-
troducing into their coui*s<'s of study more topics than can be mastei*ed in the time
*<signed to the course, and that the topic* chosen be those that will lead the student
to acquire the most useful information, and at the same time be the occasion of the
greatest amount i>o88ible of mental discipline.

Hon. H. F. Harrington, whose rejiort has been quoted above, presents the claims of
the high schools to public support as follows :

1. High schools are important because they give increased efficiency to all the
schools below them.

2. High schools are important because they are the best seminaries from which
competent recruits can be obtained for the great army of public school teachers.

X More than all, high schools are important as a branch of a public school system,
because they constitute the only trustworthy agency to perform tne essential service of
bringing worthy representatives of the lower classes into the councils of the State and
the organism ot society. Abolish the high schools, and at once you draw a broad line
of separation between the rich and the poor. You limit the higher education to the
children of the well to do, for onlj' the well to do would have the means to pay for it,
and this would prove a damaging, ])erhaps a perilous, venture for the state. Mainly
ttic cultured classes are found to be the governing classes, and among its govdming
classes society needs the representatives of the poor. It needs them, that there may
always be strong men coming to the front, with powers so tempered by culture as to
make them wise, * * * to represent the humble class from which they sprang, and
demand the consideration due to their needs and their rights. These are the men, too,
in the social exigencies which sometimes occur, when passion becomes rampant among
the masses and the restraints of law are defied, to throw themselves into the track of
the storm and allay its violence. Far better this than the alternative if you do not
1)e8tow the culture ; for those who are bom to be the leaders of men will assert their
prerogatives whether or no ; and the bom leaders from among the poor, if they be not
tempered by culture, become the ignorant demagogues whose leadership is anarchy.

* • * It is the universal confidence in elementar>' education as the right arm of
a free state wliich renders the objection to high schools so strong, for it implies that
the state does not need high schools. All the while that prot^sto against the contin-
nanee of the high schools are ringing throughout the land, the elementary schools
remain as popular as ever. Not a whisper of objection is heard against taxation for
their support. They are still lauded as the palladium of liberty; » • * but in a
n^eent address at Baltimore President Eliot used this memorable language: *' There
are those who hold that republics can be saved by the general diffusion of primary
education, but the most eilectively despotic government of Europe is the one in which
this education is most diffused. There f«, however, a power in the spread of higher educa-
tioa and the fientiment of honor associated with cu/<Mre."

Concerning the objection that " the character of the instruction given in high
schools is such as to disqualify their scholars for occupations involving manual labor,*'
Mr. Harrington says :

This question opens up to view the chief incentives to the present crusade against
this class of schools; and no one can do justice to the subject, nor speculate wisely
alK>nt the future of these schools, without making those incentives an important
fwrtor in the solution of the problem.

The fact is, the times have changed ; the paramount interests and needs of society
Jiave changed ; the expectations of society in regard to its youth have changed, and
the instruction in the high schools has not been conformed to the new order of things.
Here we find the kernel of the whole matter. ♦ ♦ * The grand declaratory
principle of the fathers, in behalf of e<lucation, was, '' a popular government can rest

LXXXVI REPORT OF THE COMMISSIONER OP EDUCATION.

securely only on popular kuowle<lge." The declaratory principle of the men of to-
day is, in the language of Governor Robinson,* "Educate the masses of children, so
as to prepare them for the pureuits and industries on which they must depend for a
living." Here is a remarkable chance of base ; and it is no wonder that those who
are swayed by these new ideas should protest against the conservatism which main-
tains the work of high schools on its ancient basis and clamor for its moditication
or its extinction.

To so change the present curriculum as to make it serve more directly to prepare the
scholars for the pursuits and industries on which they must depend for a living is,
says Mr. Harrington, 'M>eset with perjilcxing difficulties. One is this: that a course
of such a character, to be effective, should •occujiy several years ; whereas the most
of those who would bo specially benefited by it leave the school before the lapse of two
years. Another difficult problem is, to <lecide what place in such an arrangement
shall he provided for the girls, who form so large a portion of the school. And a thinl
difficulty is suggested by tlie question whether there shall be two separate courses of
study, one having reference to general culture only, the other to industrial pursuits.''

But "a beginning can surely be made," and for that purpose he makes the following
recommendations :

1. That during such part of the first year in the high school as may be necessary
the studies of the grammar schools be tlioroughly and comxirehensively reviewed by
the entire class. * * ♦

2. That the number of sciences in the course be reduced, that they may be the
better learned; that those retained be such as will be of the most advantage. * * *

3. That the studv of the classics be positively forbidden to all who are not to
remain in the school throughout the entire course. ♦• * *

4. That such studies as are essential to a sound practical education be made im-
perative, no matter what other studies they may exclude. * * *

5. That special care be taken, by means of well adapted text bof)k8 and methmls
of teaching, to secure to the essential branches a positive practical l>earing.

The report of Hon. W. T. Harris, superintendent of the St. Louis public schools, for
1876-77, contains an elaborate argimient in "justification of the public high school/*
from which the following is extracted:

The limit to public education is found in the means and the will of the community
which affords it. If the community regards education oh a disagreeable but necessary
charity, the extent of the education will not be great and its results will not have
high value. If the community looks upon education as a right, but a right to Im>
allowed only within the narrowest limits, its value as an instrumentality in the s<»lu-
tion of social problems will bo correspondingly small. If the community pro|>ost\s to
do the best by itself, it will place as large a limit as it may in justice to it« other
interest-s, and will debate the quality and fitness of the education and not its amount ;
it will feel that every dollar spent for education is more than a dollar gaine<l to the
one who spends it, both in the decreased need for the expenses for other common
int.ere8t« and in the increased value of every educated citizen. In this country, tho
probable limit, for local communities at least, is the high school.

• «««#«#

Tho necessity of the work of the high school, briefly stated, is that a high school
exerts upon the grammar school a leverage which could not be obtained so economi-
cally by any other instrumentality ; * * * that the leverage gained by a high school
grade is necessary for the load to be lifted and not for the employment of tne lever;
that the grammar school demands a high school, and not that a high school requires
the grammar school ; that tiie grammar schools determine the necessity for a high
school, and not that a high school needs the grammar school ; that a high school ex-
ists for the grammar schools, and not that the grammar schools exist for a high school.

* * * As a matter of practical experience, it has been found in commnnitie* that
the work was improved in quality and that it cost less with a high school course than
without it, despite the fact that misconceptions of the true office and relation of a high
school have in many cases led to a mismanagement which prevent* our seeing the re-
sults in their clearest light. ♦ * * Every one knows that unless he goes far enough
to secure success, his capital of time, labor, and money is wasted. * * * The suffi-
ciency of education must be determined by the previous considerations of political
necessity and reciprocity of duty between the citizen and tho state, modified by this
consideration, tho ability of the community to obtain what it may desire. * * *
The education which fifty yeara ago would have been generous no longer fits a maa

' Message to tho Now York Legislature, 1877-78.

THE HIGH SCHOOL QUESTION. LXXXVII

for the contests of life. » * • We freqaeotly meet the suggestiou that promineut
men of the past were provided with but a scauty education preparatory to a useful,
influential life, and we do not reflect, as we should, that prominence is merely rela-
tiFe. If these men, so distinguished in our histories as revered in our memories,
could be fairly brought into relation with our own times, they would possibly lose
mnch of their preeminence. * • * Therefore wo must inquire in regard to the
education which we furnish as to its sufficiency for the objects which justify its mere
existence. Those who regard education as a right will admit that the right is value-
less unless sufficiently extensive to pay for its assertion. * • * Hence, in public
schools, regarded as the people's schools, ** * * it is reasonable, and indceil imper-
atively ntH-'e^ssar^', that a sufficiency of education should bo furnishe<l notwithstanding
the fact that many will, from the necessities of their individual life, be unable to avail
themselves of these advantages.

A writer in the Educational Voice for November, 1877, considers the objections that
have been offere<l against the high school in Pittsburgh, Pa., as follows:

1. It is claimed that it is an outgrowth of the extravagant notions of the last few
ye4irs. This cannot l)e true, since the high school was established in 1855, when our
f>eople were noted as being more conservative and economical than those of any oth€»r
city in the country.

2. It is said that it is properly no part of the public school system, and that it
was never the intention of the founders of the free school system to furnish, at State
expense, an education beyond a knowledge of the three R's. We think wo can show
that those who hold this view are sadly mistaken, and for evidence we refer them to
the constitution of the State, and when we offer this in evidence we want it under-
stood that it is not a document made by a ring, or by a packed convention, or by a
cormpt legislature, but one ratified by the sovereign people, who at the ballot box
ihade it the fundamental law of the Commonwealth. Article 10 says: ^^The general
aiiaembly shall provide for the maintenance of a thorough and efficient system of pub-
lic schools, wherein all the children of this Commonwealth above the age of six years
msky be educated, and shall appropriate at least one million dollars each year for that
purpose.^' Now, since the law considers all to be children who are under twenty-one
years of age, it seems strange that the framers of the constitution intended childi'en
to remain tifteen years in scuool studying only reading, writing, and arithmetic.

3. It has been claimed that the maintenance of a high scnool makes the public
»«ebool system expensive. The founders of the high school were of a different opin-
ion ; they Ijelieved that it would lessen the ex|H*nse of the taxpayer, while it would
at the same time make the system more <'omplete and the education more thorough.
Were they mistaken ? Let us examine and see. If the pupils ihiw in the high school
were sent back to the ward schools they would form forty neparate clasm^s (a class in
each school). These forty classes would require forty teachers, while in the higli
(«cfaool they are taught by twenty. This would necessitate an increase of twenty
teachers, and consequently an increased exijenditure. • * * Kacli of the forty
i>«chool8 would re(|uire apparatus and nuHlels for illiiMtrative teaching, while at ]>res-
ent one set of these in the central building is amply Hufficient.

4. It has been stated that persons are taxed to support the high school who are
not permitted to send their children to it. This is certainly true; but it is equally
true with regard to the grammar department of the wanl schooln. There are thou-
sands of citizens who are from various causes compelled to take their children from
the wTiTfl schools l>efore they reach the grammar rcMims, and because this is trne in it
to bo inferred that the grammar schools should be abolished t The same argu-
ment would abolish all grades of st^hools. If none were to pay t^ixes except thowi who
are directly benefited, it would indeed be difficult to kee]»the Government machiu«*ry
in order. If men were to refiise to support the Aniiy and Navy because their children
were not soldiers and sailors, or if they objected to being taxe4l to support workhouses,
jails, and penitentiaries l>ecause they had no children there, these useful institutions
w^ould soon cease to exist. The taxes for the support of schools are levie<l and col-
lected on exactly the siime principle : indirect benefit.

Bnt it may be said that we must show that there is an indirect benefit to the
whole i>eople in maintaining the high school. • * * L^t us compare the condition
of two sections of country where tno people differed on the question of education.
New England early adopted the theory that it is the duty of the State to support
both common and high schools, and as a result of that education she presents to-day
the most prosp«'rous, intelligent, and the freest people on the face of tlie globe. Can
her prosperity be justly attributed to any other cause ? Her climate is cold and rigid,
and her soil is barren and stony, and she possesses but few of the natural advantages
which are the pride of other States. Compare this section with the two V^irginias,
State* possessing as many natural a<lvantages as are possOvSsed by any part, of this
great country, and see if the great diffetence in their prosperity can be attributed to
any other cause than the difterence of opinion of their people upon the question of

LXXXVIII REPORT OP THE COMMISSIONER OF EDUCATION.

The area of Now Eugland i8 41,000 s<iuare miles, while that of Virginia
'he populatiou of New Eugland it* over 3,000,000, while that of Virginia

f^dncatiou.

is 61,000. The

is but 1,500,000.

When, two ceuturiea ago, the English ooiumissioner of foreign plantations inquired
of the colonial governors with regard to the condition of their respective settlements,
the governor of Virginia repUed: *'I thank God there are no free schools or printing
])resses, and 1 hope we shall not have these hundred years ;" while the governor of
Connecticut answered, ** One-fourth of the annual revenue of the colony is laid out
in maintaining free schools for the education of our children.'' Both these policies
have borne their fruits.

The same writer quotes from the pen of the late Philotus Dean as follows:

A public, school system should be established for the whole people, and be good
enough for the average wants of the whole peoi>le, imparting to them that average
grade of skill and information which suits the age and times ; in fact, be the people's
educating institution. Such a system keeps pace with the i>assing age, commands
respect as being a<lequat^' to the wants of the people, and consequently as giving an
equivalent for its cost. Such a system cannot fall under the odium of caste, as be-
tween the rich and the poor, a point of impoitance in a true republic. Such a sys-
tem, by creating a fair average state and more general equalization of intelligence,
tends to prevent society from separating into widely diverse strata, in which the
masses and a favored few tigure as extremes of intellect and ignorance, leadership
and vassalage. * * * The best check against injurious and insidious social error
is a sound thinking, well instructed people.

SECOXDAKY INSTRUCTION ABROAD.

I present the following items respecting secondary schools in several European
countries as affording material for interesting comparisons.

PRUSSIA.

According to Dr. EngeFs statistics, the Kingdom of Prussia, with a population of
25,000,000, has 447 secondary schools, with 6,432 teachers and 132,612 pupils. The
object of the secondary schools in Prussia is to give the foundation of a general scien-
tific and literary culture and to develop the moral power of the student. The second-
ary schools are divided into Gymnasien and Progymnasien, Realschulen of the first
and second order, and Hohere Bttrgerschulen. They are for boys from about 9 to 18
years of age. Secondary schools for girls are still very few in number, and are almost
exclusively private institutions.

The Gymnasium is at the head of all the secondary schools, and leads directly to the
university, while the Realschule leads to the higher technical schools. Both the
Gymnasium and the Realschule of the first rank have a nine years' course ; but the
Progymnasium, the Realschule of the second rank, and the Hohere Burgerschule have
only a six or seven years' course, and their graduates are not entitled to matriculation
in the university. The Gymnasium is intended for those who desire to study espe-
cially the aucient languages and mathematics, and whose aim is to prepare for kigher
situations in the service of the state or the church ; the Realschule is for those who
desire tc» study the natural sciences, mathematics, and modem languages. As the
pupils of the Realschule are to become civil engineers, architects, &c., they do not
pass to the university, but finish their education in the higher technical schools.

The following is an example of the course of study in a combined Gjinnasium and
Realschule. Students in the Realschule pursue the same course as those in the Gym-
uasiuui, except that they omit Greek entirely and substitute mathematical and scien-
tific studies for the classical work of the last four years of the Gymnasium course.

Ik'Ufjiou. — Religious instruction (catechism, explanation of the Bible, and church
history) is given twice a week in every class by clergymen of the recognized denomi-
nations.

Latin (6 to 10 hours a week). — Grammar is taught and applied to the reading of
the classics and to written exercises. The following authors are read : CiBsar; Ovid;
Livy ; Sallust ; some of Cicero's jrations, epistles, and philosophical writings ; Virgil's
iEueid; Horace's odes, satireer, and epistles ;. Tacitus's Germania ; Juvenal; Terence;
Plautus ; and Roman literature.

SECONDARY INSTRUCTION ABROAD. LXXXIX

Greek (4 to C hoiirn a week). — Grammar in completed and the following anthors are
read and translated: Xenophou, Homer, Herodotus, Plato, Sophoclen; Greek litera-
tare.

Hebrew (2 hours a week). — This language is obligatory only lor those who intend to
study theologj* ; the study comprises grammar, etymology, and reading.

Herman (3 to 6 hours a week). — Grammar, etymology, prosody, and literature are
taught, and exercises in German composition are continued through all the classes.

French (2 to 4 hours a week). — The grammar is studied through. German pieces are
translated into French, and French authors are read and translated into Geiinan and
Latiu. French compositions and letter writing are also practised.

Mathematics (3 to 5 hours a week). — Instruction in mathematics comprises the whole
of arithmetic, algebra, geometry, planimetry, stereometry, and trigonometry.

History (2 to 3 hours a week). — General history is taught, as well as the history of
G«?rmany and Prussia and of the pix>vince in which the school is sitnate«l.

Geography (2 horn's a week). — Geographical instruction includes the whole of physi-
cal, political, and mathematical geography, with map drawing in all the classes.

Xatttral history (2 houi-s a week). — Natural history comprises the general introduc-
tion and the elements of mineralogy, botany, and zoology.

Physics {2 horn's a week). — In physics the pupils pursue a verj' exhaustive course of
loechanics, electricity, magnetism, light, and heat.

Drawing (2 hours a week). — Free hand, geometric, and ornamental drawing is obli-
gatory in all the classes.

(rymnastics (2 hours a week). — Obligatory in all the classes.

Singing (2 hours a week). — Obligatory in all the classes.

FUAXCK.

PHhlic schools, — The public secondary' schools of France are of two kinds — lyc^es,
or lyceums, and communal colleges. The lyc^s are maintained by the state. The
coDimunal colleges are maintained by the municipalities but may be aided by the
«tate. The instruction in both is classical and iDodem. The latter is intended to
suit the requirements of practical life by teaching the natural sciences and the mod-
<"ni languages insteail of Greek and Latin. Alike in the lyc^es and in the commu-
nal colleges, all the teaching staff have to furnish guarantees of their capacity to
teach the subjects intrusted to them. The guarantee genenilly takes the fonn of a
university degree varying in kind and in rank acconlingto the ^wstto be tilled by the
holder.

At the end of 1865, the date embraced in the rep<»rt of M. Duniy, the last report
pivvious to M. Bardoux's, France had at work 77 lyciSes and 251 communal colleges.
Three of the 77 lyc^s (those of Strassburg, Metz, and Colmar) an<l 15 of the 251 com-
munal colleges have been lost to P'rance in conseciuence of the war of 1870; but
new ones have in the meanwhile been added, so that on the 31st of December, 1876,
France had 81 lyc<?e8 at work, with 5 others building, and 252 communal colleges. In
1865 the lyc<^s ha<l 31,321 )Mipils; at the end of 1876 they had 40,995 pupils, an aver-
age of 506 pupils to each lycee, about one half of whom are boarders and the other
half day scholars. The communal colleges had nn 1865 a total number of 32,881 puj^ils ;
at the end of 1876 they had 38,236 pupils, with an average of 152 for each college.
These 81 great secondary schools of the first class and 252 of the second all have a
public character and are subject to public inspection.

The modem or sjiecial instruction in these schools is constantly growing. The
lyc^es are the stronghold of the classics, yet in the lyc^es the number of boys on the
modem side or department had risen from 5,002 in 1865 to 8,628 in 1876. The teaching
of the natural sciences, of geography, modem history, literature, and languages, is
being continually strengthened. In the communal colleges the development of the
modem department is much greater still. Of the 38,236 pupils in these colleges at
the end of 1876, 9,232 are little boys, not yet going beyond X)rimary instruction ; of the

XC REPORT OF THE COMMISSIONER OF EDUCATION.

remainder, 14,992 are in the classical department and 14,012 in the modem department.
The number of teacliersbips for the modem languages has more than doubled in these
colleges since 1865.

Private schaoh. — The private secondary schools in France are of two kinds, lay and
ecclesiastical. There were 803 of them in 1876, against 9'.J5 in 1865 and 1,081 in 1854.
It is in the lay est.ablishments that the diminution has taken place. The lay private
schools had in 1865 43,009 pupils to the 34,897 of their ecclesiastical rivals. The pro-
portion is now revei-sed, and the ecclesiastical private schools have 46,816 pupils while
the lay private schools have but 31,249.

The ecclesiastical schools are either under episcopal control, or they belong to one of
the teaching orders, among whom the Jesuits have the chief place. The former schools
have nearly 12,.300 pupils, while the latter have nearly 20,000.

Schools for girls, — The absence of public secondary schools for girls in France has
often been regretted by educators visiting that country. The want is to be supplied
at once.

BELGIUM.

Belgium had, in 1875, 198 secondary schools, viz: 10 royal athenaeums, 50 state mid-
dle class schools, 31 communal colleges aided by the state, 3 communal colleges
entirely 8ustaine<l by the municipalities, 84 colleges under the control of the clergy
and religious orders, and 20 private institutions under the control of the laity.
Tlio total number of pupils in 1875 was 17,881, of whom 13,454 were attending state
institutions.

The royal atheiueums occupy the highest rank among the s<^condary schools. They
include two sections, one for classical instruction which corresponds to the German
Gymnasium, and one for industrial education corresponding to the German Real-
schule. The classical course lasts six years and the industrial course four years.

ENGLAND.

Secondary education in England was not affected by the elementary education act
of 1870. It is earned on in the great endowed schools and in private institutions. At
the head of the eudowecl schools — in England styled public schools — are Eton, Rugby,
Winchester, Westminster, Charterhouse, Harrow, Shrew8bnrj% St. Paul's School, and
Merchant Taylor's School, with a total of about 3,000 pupils. Besides these there are
2,1(50 endowed and private schools, 1,254 of which are calle<l institutes, 603 grammar
schools, llxi colleges, 92 academies, and 58 classical and commercial schools.

The tenu '^public schools" applied to the above named institutions is not to bo
construed as in this country. The public schools of England do not give gratuitous
instruction to their pupils, as do the schools called public in the United States. The
Queen's letter appointing the royal commission to inquire into the condition of public
secondary schools in 1861, named Eton, Winchester, Rugby, Westminster, Charter-
house, Harrow, Shrewsbiury, St. Paul's School, and Merchant Taylor's School. The
rejisons, probablj', which suggested this selection were, that the nine named foundations
had in the course of centuries emerged from the mass of endowed grammar schools,
and lia<l made for themselves a position which entitled them to l>e placed in a distinct
category and classed as ** public schools." These nine have certain features in com-
mon distinguishing them from the onlinary grammar schools which exist in almost
every country town in England. Many of these latter are now waking up to the re-
quirements of the n(5W time and following Ihe example of their more illustrious sisters.
The most notable examples of this revival are such schools as those at Sherborne,
Gigglcswick, and Tunbridge Wells, which, while remodelling themselves on the lines
laid down by the public schools commissioners, are to some extent providing a train-
ing more adapted to the means and requirements of the middle classes than can bo
found at any of the nine public schools. The modern foundations — Marlborough,
Haileybnry, Uppingham, Rossall, Clifton, Cheltenham, Radley, Malvern, and W^elling-
ton College — are schools which have taken their place in the first rank, and, while

PREPARATORY INSTRUCTION.

XCI

followiDg reverently the best traditions of the older foundations, are in some re8p«»ctH
setting them an example of what the public schools may become.

In order to get a clear idea of the secondary schools which arc tonimonly cuIUmI
public in England, these three classes must be kept in mind: the nine old foundations
recognized by the royal commission of 1801 ; the old foundations which have n*-
mained local grammar schools until within the last few years but are now cnlarj^inj;
their bounds; and, lastly, the modern foundations which started from the lirst as
public schools, professing to a<lapt themselves to the new circumstances and n-qiiire-
ments of modem English life. The public schools of England fall under one of these
three categories.

In view of the inadequacy of the present organization and condition of secondary
education in England, strenuous efforts are now made by men of great ability an<l in-
fluence to bring about a change, and to establish a system similar to that ijiangnraritl
for elementarj- education by the act of 1870.

Not less noteworthy is the energetic and wide spread movement in favor of second-
ary education for women. Prominent in this movement is the National Union for
Improving the Education of Women, which, among other objects, strives to promote
tho establishment of secondary schools for girls.

TABLE VII.— PREPARATORY SCHOOI^.

Detailed statistics of preparatorj' schools will bo found in Table VII of the appendix.
The following is a comparative statement of the statistics of these schools as reported
to the Bureau for 1873, 1874, 1875, 1876, and 1877 :

XoiDber of in«titutioDS
Nomber of inatmcton.
Number of ttadents . . .

1873.

1874.

187."».
102

I87r,.

lb77.

io:>

114

690

607

746

736

796

12,487

11, 414

12,054

12.360

12, r,io

XCII

REPORT OP THE COMMISSIONER OP EDUCATION.

Table VII. — Summary of statisHm of preparatory schools.

Number of students.

States.

California

Colorado

Connecticut

0«'orj;irt

IliiuoiM

ludiaun

Iowa

Mniue

Maryland

MasAacbusetts . .
Xew Hauipsbiro.

New Jersey

Xew York ,

Ohio....'

PeuHsylvaiiia

libode Island....
.South Caitiliua . .

T«'nuessee

Texas

VeiTuoul

Virijiuia

"Wisconsin

Total ! 114

1 .

^'2

a c

tc'"

r
•5

9
O

a ^
» 5

Number

.5 ^

422

5 -
•a «
«.3

• 1

3
51

363

107

20
540

53
67

. • • ■

' 3

a40
20

271

340

239

142

al,231

180

914

181

421

181

1 4

24
179

49
621

29
205

198
1,791

1 20

112

1 6

347

474

175

656

174

435

2
1

1
3

12
30
15

116
30

250
92

112
4

al£9

110

al76

234

■

796

4.260

989

7,261

770

156

a Includes a number of students preparing for both courses.

SUPERIOR INSTRUCTION OF WOMEN.

XCIII

Tabus VII. — SumvMry of staiiaiics of preparatory schools — Continiie<l.

CalifonuA

Colorado

Coimectacnt

GeorfciA

IDiDois

Indiana

Iowa

Maine

Maryland

MaasacbnsetU

Xew HampAhire

Stw Jersey

Xew York

Ohio

Pf>nnsylvuiia

Bhode Island

SoQth Carolina

Texm^uiee

Tc'xas

Vermont

Virginia

Wisconsin

600 I i.noo

10. 04K)
400 I 8.078

Total 120,034 3,303 4,0fll,7.> 1, i:»7. IHl

7*5. :»8C 408. OHl

TABLE VIII. — SUPERIOR IXSTRUCTION OF WOMEN'.

Statistics in detail of schools for the superior iustructiou of wom«Mi will bo ftuiixl in
Table VIII of the appendix. The following is a comp.irative summary of institnticms,
instructors, and pupils from 1870 to 1877, inclusive :

2biimber of institutions
Xnmber of instructors
Number of students. . .

1870.

1871.

136

378

1,163

5,337

12,841

1872.

1873.

175 20,-,

1, 617 2, 120

11, 288 24, 013

1874.

200

2. 285

23, 445

187.5.

222

2,405

23, 795

1876.

225

2,404
23,856

1877.

220

2, 305

23,022

I would also invite attention to the following summary by States :

XCIV REPORT OF THE COMMISSIONER OF EDUCATION.

Table YIII. — Summary of statistics of in*

States.

Alabama

California . . .
Connecticut
Delaware ...

Georgia

Illinois

Indiana

Iowa ,

Kannas...
Kentucky
Louisiana

Maine.

Maryland

Massachusetts . .

Michigan

Minnesota

Mississippi

Missouri

New Hampshire

Xew Jersey

New York

North Carolina..
Ohio

Oregon

reuusylvanla .
South Carolina

Tennessee

Texas

Vermont

Virginia ,

West Virginia.
AVisconsin ....

a
o

10
2
3
1

10
2
2
1

21
4
2
6

10
2
2
7

15
9

12
1

13
3

18
8
1

12
1
3

Total i 220

Corps of instruction.

o
H

100
96
16
25
9
M51
18
16
55

160
15
15
50

109
32
55

243
87

129
12

149

M31

102

2, (►28

•3

47
7

16
6

42
3
7

546

"3
S

1,455

4
23

9
60
77
13 h
23

7
93
15

45
114
11
13
38
87
24
36
193
01
99
10
102
17
83
41

7
60

7
17

Student^i

9
o

4
2

9
17

1
54
21

....I
2 ;

277

a, f*
^ E

a «

21m

50
49

474
24« '

764

224

5,9«1

346
366
355

15
C45
243
136

30
331

81
514
223

190

225

a Classification not I'epoi'ted in all cases.

. :.irK

SUPERIOR INSTRUCTION OF WOMEN.

XCV

htions for the imperwr instruction of women.

Stadentd.

Xnmber in collegi
ate department.

922

172

7d4

112

386

623

904

352

766

417

217

994

439

659

120

172

10,685

2
18

1
46

9
131

82 :

28
138

10
120

76
12
45
15

127

1,337

19
1

15,
7
2

22
1
4

20
12
20

254

Librarips.

Prop<»rty, income, A:i-.

•
it

1
1 =

rs
a

C
>

3
1

« P

»-

« a

3 i C L

'^ A

e, «

-a g

5 2

s t

*2 a

s £

« for t
»m tuiti

&■

C'
&

$427,000

1,500

118,000

50,000

428,500

565,000

70,000

25,000

100.000

418,000

86,000

83,000

78,500

1, 315, 000

25,000

20,000

152,000

277, 500

122,000

345,000

1, 208, 030

319,000

825,000

30,000

799,000

50,000

492,500

112,500

80,000

30,000

8,000

20,000

05,000

20,000

495,000

1,600
4,000

20,000
111,200

40,400
5,500

41,050
1,000

30,000
0,000
2,000

146,000

8, 895, 630

866,050

1,600
5,870

4,424
330

2,675
60

2,100
500
120

56,179

$21,050

5,000

2,506

3,500

38,800

42.869

11,200

5,000

2,938

50,510

2,100

7,500

74,538

8,000

3,000

39,460

43,440

4,100

11,000

184,228

27,500

34,951

53,582
4.500

56,401

15, 147
2,900

37,260

27,000

820,061

h Sex not rei>orted in all cases.

XCVI

REPORT OP THE COMMISSIONER OP EDUCATION.

Several of the institutions in Table VIII did not report completely; for exam
one of the two Indiana schools reporting did not state how many of its 60 stud<
were in preparatory, regular, special, or graduate courses of study. This is so
quently the case that the column giving the total number of students in all dep
ments of these colleges is greatly lessened in value.

I have, therefore, caused the accompanying graphic to be prepared, so as to
phasize the necessity for making complete reports ; many States appear in it to gi
disadvantage simply because the presidents of the women's colleges in such State-s
not answer all the queries necessary.

Degrees conferred by institutions for tht superior instruction of women.

States.

Alabania...
Delaware . .

Georg^

Illinois

Indiana

Kansas

Kentucky. .
Louisiana . .

Maine

Marit'land . .
Minnesota .
Mississippi
Missonri . . .

New Hampshire

New Jersey

North Carolina .

Ohio

Pennsylvania . . .
South Carolina. .

Tennessee

Texas

Vermont

Virginia

Wisconsin

Total

TABLE IX. — UNIVERSITIES AND COLLEGES.

The following is a statement of the aggregate number of this class of institutio
with instructors and students, as reported to this Bureau each year from 1870 to 1^
inclusive :

Xombcr of institutions
Number of instructors.
Number of student-s . . .

1870.

1871.
290

1872.
298

1873.
323

1874.
343

1875.

1876.

266

355

356

2,823

2.962

3,040

3,106

3.783

3, 999

3,920

49.163

49, 827

4'.. 617

:>2, 053

56,692

58,894

56,481

18;

3.
57,

8UPEBI0B IN8TBUCnON.

xcvn

Table IX. — Summarjf of $tatuHe8 of univenitieB and oollegesn

StatM and Terri-
tories.

9 ^

« t

iJabmui

Aiianau -

CilifonuA

Colondo

CflUDecticut

Otiavuv

Gwrgi*

IQiiou

TimK>d ih

Ion

Etuu

Ecntackj

LniiUnA

Kalae

Ku^laod

ICiMtdiiiaetts

Michigan

^finaeiote

ICiMiMippi

MiMoari

KebnsU

KeTadA

Xev Hampshire...

KewJeney

KewTork

Korth Ccroliim

Ohio

Ok foil ............

PemujlTania

Bhod'Lriand

8oath Carolin* . . .

Tetmetflee

TezM

Tennont .........

TiTfiiiia

WefltTirginiA

Wisconsin

Dist. of Colnmbia

Utah

Washington

Total

E — ^vn

4
4

13
2
3
1
7

18
8

13
6
8
8
7
9
5
4

16
4
1
1
4

26
8

82
6

27
1
6

10
3
7
3
9
4
1
1

351

e
I

4
4

18
1
8
1
6

16
8

18
6
8
8
7
9
4
4

16
8

1
3

26
6

81
6

26
1
6

21
8
3
7
3
9
4
1

828

2
8
2

1
1

8
2
1

1
1

4
1
1

1
3

1
1

•a

■5 g

4
4

10
1
3
1
6

18
6

13
3
3
6
6
8
3
4

12
2

1
4

26
6

80
5

25
1
6

19
7
3
7
3
9
4

810

2
2

4
2
2
1
2
2

1
2
2

8
1
1

2
1
6
1
8

1
6
1

Years in oonns.

2
1

1
1
1
2
1
1

2
1
1
1

1
1

I
I

1
3

10
1
3
1
4

17
6
8
4
8
6
7
7
8
8
8
8

1
2

22
5

26
4

21
1
5

16
8
3
2
8
9
4

270

•a

o
3 S

»
1

)
1

t
t
1

t
t
t
t
t

t
t

•

XCVin REPORT OP THE COMMISSIONER OP EDUCATION.

Table JX.—8uMmafTf of Btaiisticssm of

States and Terri-
tories.

Alabama

Arkansas

California

Colorado

Connecticut

Delaware

Georgia

Illinois

Indiana

Iowa

Kansas

Kentucky

Looisiana

Maine

Maryland

Mossachnsetts . . .

Michigan

Minnesota

Mississippi

Missoari

Nebraska

Nevada

New Hampshire .

New Jersey

New York

North Carolina . .

Ohio

Oregon

Pennsylvania....

Rhode Island

Sonth Carolina. . .

Tennessee

"Texas

Vermont

Virginia

West Virginia ..

Wisconsin

Dist. of Columbia

Utah

Washington

Total

•a

4
4

13
2
8
1
7

18
8

13
6
3
8
7
9
5
4

16
4
1
1
4

26
8

32
6

27
1
6

10
3
7
3
9
4
1
1

351

Preparatory department.

I
I

• • •

4
4

67
41
45

18
7

21
1

46
6
ll

88
9

76
8

• •

4
43
27

24!

3
1

Students.

259

905

all4

149

03,346

1,583

a2,317

750

820

356

347
800
773
497
528
al,471
384
82

2,895

465

03,246

559

ol,865

221

1,634

0921

113

0911

260

188
50

675028,490

164

679

118

2,131

1,013

1,353

607

595

265

839
800
489
837
601
887
214
18

2,393

366
2,269

299

1,309

221
1.271

446

75
107
625
253
103

95
226

31
954
670
840
243
225

284
160

27
281
170

502
99
913
260
891

363
275

6
81

7
85

19, 862(7, 265

140

437

65
958
437
618
809
241

S
1

754

175
300
250
109
105
330
110

849
206
949
136
633

96
375
151

863

132

8
1,037
448
662
237
169

169

275
69
111
4U1
100

857

750

114

329

344

246

438

8, 275 6, 985

147

189

110

231

1,634

Collegiate department.

168

241

146

185

131

104

154

20
62

471
44

292
24

293
17
42

183
68
26
74
S3
81
43

a
•3

890

100

828

853

457

1,731

1,503

993

176

875

878

301

1,573

765

170

288

720

815
769

3,150
474

2,662
311

1,984
235
854

1,219
724
186
891
166
720
166

(, ^23:26,

590

Students in

classical

course.

1
819

815
5
264
784
645
486

60
278

827

214

1,615

871

90
188
291

246
546
648
280
009
90
1,246

61,

209
450
194
162
164
93
852
105

13,437

• 5
90

154

133

173

805

123

117

1,624

Students fc:i

Bcientifica.

course.

170

279

191

149

201

69
124
825

94
299

75
892

297

148

3.854

09(

116
86

129
49
00

10
6
85
15
1
60
10

195

194

88
86

4
2

11
1»

1»

16i

22!

4»

44^'
I
1

23!

79^

15'

I
.. .1

1,433

Gil

o Sex not reported in all cases.

SUPERIOR INSTRUCTION.

xca

^ivenUiet and eoUeget — Continned.

Yolmnes in libraries.

13,750
865

45.904

125,093

0^000

80.200

97,725

63,428

38,390

18.230

88,001

5,025

36.200

25^146

350,481

43.000

18,008

8,877

71.350

2,750

220

1,834

• 970
60
1,875
1,100
1,146
2,812
1,350
1,211

800

968
2,341
8,711
1,172
3,062

650
2,140

250

6,600

8,480

20,000
8,000

11,300

17,250

12,432
8,347
1,480

18,600
1,500

15,900
4,400

17,018
8.750
1,210
4,000

11,400
200

Property, income, 4bc.

$480,000

42,000

1,423,000

130,000

656,384

75,000

620,000

2,568,000

1,002,500

923,000

644,000

806,000

186,000

606,000

200,600

1,200,000

1,123,000

286,136

647,405

1,229.000

220,000

s
i

I
I

$312,000

19,000

862,000

638,057
83,000

467,202
2,022,000

847,412

624,642
46,000

746,000

660,000

8,027,670

4,807,491

438^628

437,260

65,000

722,000

20,000

$24,600

1,850
10,900

8,000
89,318

4,980

85^985

U4,887

64,200

66,067

8,913
46,884

85^400

181,784

275,649

80,963

26,821

1,850

128,607

$10,000

6,600

108,459

68,008
600
23,250
91,660
20,100
86,274
19,080
88,849

20,734
6,690
206,107
6,162
5,026
3,730
83,705
6,700

^ p*

** W

$7,500

13,000

23,000

11,864

26,275

240

82,265
1,028

19,000
84,321

20,000

$2,000
23,000
22,000
10,000
12,000
10,000

118,000

600

246,000

120,000

6,000

63,200
200

54,835
57,300

237,184
22,500

227,974
3,100

138,790

50,000

43,000

34.037

11,985

34,700

73,000

8,090*

41,728*

44,000'

2,507'

600

2,000
6,452

125

8,410

9.731

450
60

728
1,150
1,728

600

310
2,085
1,250

24,98Q
16,700
34,700
40,375
1,875
74,306

100,000
1,420,000
6,589,848

612,000
2, 724, 716

263,000
4,254,600

7,700
9,750
4,525

19,200
8,600
6,050
8,000

722,000
1,337,500
842,000
860,100
1,425,562
290,000
913,250
760,000

450,000

1,318,667

8,725,281

168,800

1,681,458

121,782

1,693,000

682,627

486,000

1,193,300

66,000

305,250

864,700

147,000

725,000

140,000

26,000
79,003

448,080
10,040

168,600
10,900

118,870

40,864

89,200

76,818

2,200

14.413

24,222

9,800

64,767

4,819

21.400
48,608
841,374
21,980
80,521

8,038

142,530

27,881

4,000
41,502
84,000

6,100
49,901

4,496
75.922
10,236

2,600

1,000
6,960
150,664
7,500
23,000
5,000

42,100

30,000
12,000
42,300

5,000

100,000

90,600

320,077

261,274
40,000

122,000
64,226
65^000
87,670

12,000
94,000

7,500
4,600

2; 012, 9611 66,423

406,428

86,689,401

29,247 927

2,^,904

1,680,122

613,977

1,841,546

fr AIm 605 MX not giren.

REPOET OF THE COMMISSIONER OF EDUCATION.

Summary of college entrance examinations in 1877 — Continued.

Kame.

St. Xayier College

Kenyon College

Denison Uniyenity

Marietta CoUege

Urbana Unlvenlty

Wilmington College

Uninns College

Pennsylvania College

Haverford College

Meroersburg College

Westminster College

Western University of

Pennsylvania.
AngnstiniBn College of St.

Thomas of VUlanova.

Bro>vn University

College of Charleston

ErsUne College

East Tennessee University

Bethel College

Maryville College

Christian Brothers' College

Mosheim Institute

Fisk University

Qreeneville and Tnscnlam

College.
Southwestern University .

Baylor University

University of Vermont and

State Agricultural College.

Middlebury College

Norwich University

Lawrence University .....

Beloit College

University of Wisconsin.

Bipon College

Howard University

National Deaf-Mute CoUege

Total

Location.

Cincinnati, Ohio....

Gambler, Ohio

Granville, Ohio

Marietta, Ohio

Urbana, Ohio

Wilmington, Ohio. .

Freeland,Pa

Gettysburg, Pa —
HaverfbrdCollege,Pa
Meroersburg, Pa . . .
New Wilmington, Pa
Pittsburgh, Pa

Villanova,Pa

Providence, B. I. .. .
Charleston, &C....

Due West, &C

Knoxville, Tenn . . .
MoKenzie, Tenn . . .
Maryville, Tenn ...
Memphis, Tenn ....
Mosheim,Tenn ....

Nashville, Tenn

Tusoulum, Tenn . . .

Georgetown, Tex . .
Independence, Tex.
Burlington, Vt

Middlebury, Yt...

Northfleld,yt

Appl6ton,Wis

Beloit, Wis ,

Madison, Wis

Bipon, Wis

Washington, D. G .
Washington, D. C . .

285

100
10
27
82
8
42
27

66
10
85

112

135

26
45
20

20
12
20
23
05
12
8

8,324

Number admitted.

271

2
17
10

8
07
10
12
24

6
24

' 17

7
60

20
11

12
10
2
7
70
6
6
1

Conditioned in—

1,670

8
8

5
5

2
2

15
10

10
8
6
1
1
4

4
2
6
6

8
1
2
15

14
5
6

(70)

405

415

3
:0

11
1
7
1

6
2

6
12

16
6
2

17
15

1
10

4
3

7
10
6
8
1
6

I
I

1
I

2
2

2
10

18
4
2
3

26
1
5

8
8
3
2

Number rejected f
deficiency in —

2
1
1
1

1
1

3
2
1

654

375

1
3

1
2
2

10
1

•s

a
m

• •«

a 3 conditioned in Gennan and 4 in French. 6 Became students in the preparatory schooL

Showinf

SUPERIOR INSTRUCTION.

8taU$tiedl summary €f etudenU in eloBiioal and HienHfio preparatory oourKS.

Stitet and Territoriea.

Alahanm.......

ArkioiM

CalifonJA

Colondo

CoDMCtiCQt ...

Bdawe

Pknida

6«orgift

Tllmftjf

lodiuuk ........

lova

ya^l^f ...... ..

Xeotocky

Louisiana

Mahie..........

IfarylftDd

HaanachnsetU.

Kkhigan

Miimesota

Miariaatppi ....

Kebraaka

New Hampahire

•

Xew Jersey

New York

North CaroliDa

Ohio

Or^on

PennajlTania

Bhode Island

SouUi Carolina

Tenneasee

Texaa

Termont

Virginia

West Virginia

Wieeonain

District of Colnmbi*.

Indian Territory

New Mexico

Utah

Waabington

Total

Number preparing for
claaaioal coarse in ool>
lege.

84
8

107
2

160
84
49

484
02
20

200

333

175

116

176

100
262
1,626
218
235

66
380

67
358

85
811
116

6,090

4
863

76
40
20

271

1«231

421

621

847

175

174

150

176

8 .

140

65
058
437
618
809
241

175
800
250
109
105
830
110

849
206
949
136
633

96
375
151

863

132

Nomber preparing for acicntiflo
coarse in college.

4.260

8,275

114

45
80
25

212
65
88

112

142
22
58
24
17
8
82
19
80

74
699

76
110

60
158

196

11
12

2,611

67
107

180

205

77
80
12
30
15

989

t ®

437

8
1,037
448
662
237
100

109

275
69
111
401
100

357

750

114

829

344

246

433

6,985

.a
B 8

s s

53
160

199

121

13
45

17
26

828

1,609

o
H

126
269
900
60
675
123
74
968

2,866

1«082

1,621
646
885
61
512
513

1,949
537
264
808
832
210
643
448

4,257
685

2,468
874

2^580
219
299

1,323
539
392
411
ICS

1,068

164

30,819

CIV BEPOET OF THE COMMISSIONER OF EDUCATION.

STATSMENT BESPECTING AMEBICAK COLLEGES.

Several foreign mmisters who represent their ooontries in Washington have applied
to me for information on various topics connected with American colleges, such as
their courses of study and the degrees conferred by them. I have caused several
copies of the following statement to be made for their use ; but finding that the matter
is of general interest, I publish it in this report.

COUXOX KOMXMCLATUBB.

By the term '' superior instruction '' educators in the United States somewhat vaguely
describe all grades of instruction above that given in high schools, academies, normal
schools, and commercial schools. The nomenclature of institutions of learning here is
quite perplexing to foreigners, and even to many natives. This arises from several
causes, of which the two most important will be mentioned. These are, first, the dif-
ferent meanings assigned to the words "college," "university," "seminary," &c.,
by the various nations from which the people of the United States descend; and,
secondly, the different wayv in which institutions of learning are incorporated in the
several States. A few instances will show what is meant.

In Pennsylvania, the Girard College is really a school for orphans, whom it appren-
tices at a specified age. In Connecticut, Tale College, having an extensive and varied
course in the classics, mathematics, and the moral, mental, and political sciences, haa
also schools for superior instruction in technology, fine arts, law, medicine, and
divinity, yet it does not possess any university title, although it is one of the very
best of American universities. Again, Harvard College, the oldest in America, is the
nucleus of Harvard University, which, in addition to the coUege proper, consists of
schools of technology, divinity, law, medicine, dentistry, and agriculture, besides
having a fine astronomical observatory, a botanical garden and herbarium, a very
large library, and two museums, one of American arch»ology and ethnology and the
other of comparative zoology. The College of Physicians and Surgeons in Phila-
delphia is a society of resident medical men, chartered for certain specified purposes,
but not intended as an educational institution. Again, the Board of Regents of the
University of the State of New York is a corporation supervising all the chartered col-
leges, universities, law schools, and medical schools, and nearly all the academies and
academic departments of union schools in the State ; but, as an educational corporation,
it has not a single professor, teacher, or student. On the other hand, many so called
"universities" have only classical and scientific departments or courses; some have
only the classical department ; some, especially in the South and West, combine work
usually done in schools for secondary instructien with their collegiate- work. This
will be further alluded to.

It will be observed, therefore, that the nomenclature of institutions for snx>6rior in-
struction in this country does not by any means indicate with certainty the character
of the instruction given in them, but only that they profess to instruct in one or more
of the numerous subjects which by common consent are classed together under the
name of "superior instruction."

CHAIULCTBB OF COLLBOUTB nrSTBUCTIOV.

Collegiate iustruction may be divided generally into two kiods, which have in com-
mon Inany studies : one of these is composed, to a great extent,, of instruction in Latin
and Greek ; the other devotes more attention to mathematics and natural sciences.
The courses a,ve generally four years in length, and they are called classical and scien-
tific.

Beligious connection of the colleges, — Another peculiarity of sobools for collegiate in-
struction here is the influence which the different religious denominations have in
their foundation and support. Unlike the Protestant communitiiBS^in Northern Germany,
Holland, and England — which had great monastic foundations^ buildings, and funds
that could be directed to the training of clergymen for the* new religious beliefi» of

SUPERIOR INSTRUCTION. CY

those countries — the colonists in America were forced, out of their own narrow means
to establish schools, colleges, and seminaries for the preparation of their clergy and
teachers or else to import these fix>m the Old World ; other religious motives and
causes have continued to produce the same effect. No religious sect, however numer-
ically small, is satisfied till it has the control of some college where its spiritual teach-
ers and the chief men of its laity can be educated in the principles and practices of its
belief Consequently we find that the greater number of American colleges have a
decidedly denominational connection of one kind or another. There is, however, an
increasing number that, remaining ^ligious in spirit, have outgrown special sectarian
limitations. Of course, too, the inteUeotual, moral, and social standard of the college
varies in like manner with the intellectual, moral, and social condition of the American
conunnnion to which it owes aUegiance.

State colleges, — In addition to the colleges above mentioned, several American States
have established colleges and universities not sectarian in their character, but sup-
ported partly or whoUy from public funds. These fhnds originally were derived from
the sale or lease of the '' university lands " given to the newer States on their admission
into the Union.

Still other institutions of this kind have been founded by the benevolence of private
citizens. Their positions depend much on the rules imposed by their founders.

Womem in eollegtB amd wmveniHeB, — About one-half of the universities and colleges
established for the instruction of young men also admit the other sex. In addition to
these there is a large number of institutions which devote themselves to the higher
instroction of young women only. In most of the mixed colleges a special ** ladies'
eonne'' is established, and in general the standard of qualification necessary to obtain
a diploma is lower for women than for men. In a few cases, however, the curriculum
is saperior in extent and variety to that of many so called colleges for the instruction
of yoong men. The subject of mixed instruction has excited great discussion and has
btoQght out the most contrary opinions, but it is quite impossible in this short state-
ment to do more than note the faet.

CollegeBfor eolored per9<m$. — Race pr^udice was so strong in some parts of the United
States that the friends of the colored jieople found it advisable and necessary, even
before the late war, to establish schools and a college for their special instruction.
This feeling of prejudice is disappearing. It is much to the credit of some of the best
colleges in America that they deny th^ir privileges to no one on account of race ;
among these may be mentioned Dartmouth, Yale, and Harvard.

The detrf-mute college, — Even the deaf-mute are provided ifith facilities for higher
cnltnre. At the national capital a college for deaf-mutes has been in successful opera-
tion for several years. It gives an excellent education in classics, mathematics, science,
philosophy, physics, and natural history, and its graduates are eagerly sought for as
teachers in other institutions for the deaf-mute.

FBorissioxAL nrBTRnonoir.

The subjects usually considered in this country matters for professional instruction
are theology, law, medicine and surgetry, dentisry and pharmacy, engineering, naval
and military science, and the like. Most of the schools for teaching these subjects are
connected with colleges, but generally the connection is one of a corporate character
only. For instance. Harvard College is at Cambridge, but the medical and dental
schools of Harvard University are in Boston, and the agricultural school is at Jamaica
Plain. The medical and law schools of the University of Georgetown are in Wash-
ington.

Normal (or pedagogic) training in this country has been confined to the training of
teachers for elementary and secondary schools. It is not, therefore, considered a
branch of superior instruction ; though several colleges have normal departments or
courses of instruction in which teachers for the lower grades are instructed. In the same
way, commercial schools are not considered a part of superior instruction, although
many so called colleges give instruction of this kind. Quite recently, however, a few

CYI BEPOBT OF THE COMMISSIONEB OF EDUCATION.

colleges have institated professorships of pedagogy, respecting which aUnsion is made
elsewhere in this report.

UnUed States military and navdl achooh, — The only schools teaching military and nayal
science under the protection of the National Government are the Military and Nayal
Academies at West Point, N. T., and Annapolis, Md., respectively. From the gradu-
ates of these schools, officers of the line and sta£f in both services are generally selected.

Medical offioen of the Government, — Medical officers of the Army, Navy, Marine Corps,
Marine Hospital Service, and Revenue Marine Service are selected by competitive
examination after due public notice.

The quarantine service is not yet under Federal control ; but strong efforts have been
made to work a change in this respect.

State military academies, — Several of the States have chartered military schools; in
these, mathematics, engineering, French, German, military tactics, and drill are taught,
often exceedingly well. Instruction in tactics is also given at several other institu-
tions, among which may be mentioned the colleges of agriculture and the mechanic
arts which have been established under the provisions of the act of Congress approved
July 2, 1862, and the several acts amendatory thereof.

OOLLBGSS OF AQBICULTUBB JLITD THS MXCHAXIO ABTB.

The act of July 2, 1862, granted to each State of the Union, out of the public domain,
30,000 acres of land (or land scrip for an equivalent amount) for each Senator and Rep-
resentative then in Congress from the State. ^ The State must use the money derived
from sale thereof in ** endowing, supporting, and maintaining at least one college where
the leading object shall be, without excluding other scientific and classical studies, and
including military tactics, to teach such branches of learning as are related to agri-
culture and the mechanic arts in such a manner as the Legislatures of the States may
respectively prescribe." — (Section 4 of the act of July 2, 1862.)

It will be observed here once more that the Federal Grovemment avoids interference
with local rule. It charters institutions of learning only in the District of Columbia.
Elsewhere, institutions of learning are chartered by territorial or State Legislatures or
under the provision of general State laws.

nroEFEKDKNOB OF TUB AMKWCATf COLLBOB.

i^erican colleges aiid professional schools, even when endowed from public funds,
are not much under public control or supervision. After receiving their charters —
which usually authorize them to have a corporate seal, to hold real and personal prop-
erty, to teach and charge fees therefor, and to confer appropriate degrees — there is not
much connection between them and the States. The State of New York is an excep-
tion to this general usage. All academies chartered by the State and aU colleges and
professional schools (excepting schools of theology) are parts of the general corpora-
tion known as ''The University of the State of New York,'' which has been mentioned
already. Detailed information respecting American colleges and professional schools
will be found throughout the annual reports of this Office, but more particularly in the
statistical tables of the appendix.

DBOBBB8 JX COUBSB.

When students have pursued the course of study laid down by the authorities of a
college or professional school, and have passed such examinations and paid such fees
as are prescribed, they are given diplomas which certify that they have so studied
and that the corporation has granted them a degree ; this is called a degree in oowree.
The usual degrees in course on graduation in this country are as follows :

Collegiate, — Classical, a. b., bachelor of arts; scientific, B. s., bachelor of science.

Professional, — Theology, B. D., bachelor of divinity; medicine, M. D., doctor of med-

> For example, Delaware had two Sesaton and one BepreaentatlTe in Congreaa ; Delaware thereCoie
zeceiyed 90,000 acres (land aorip).

SUPERIOR INSTRUCTION. CYII

idse; dentistry, D. D. s., doctor of dental surgery; pharmacy, ph. o., graduate in
pharmacy; law, li«. b., bachelor of laws.

The great improvement and extension of scientific and polytechnic instruction dur-
ing the past fifteen years have made it advisable to give degrees in course at gradua-
tion in civil engineering (c. E.), agriculture (B. agb.), mining engineering (m. e.},
architecture (b. abch.}, and other branches.

Usoally a degree in course caUed master of arts (a.m.) is conferred three years
after graduation on bachelors of arts who are engaged in literary or professional pur-
soits and who pay to their college a fee prescribed by its regulations. There are
exceptions to this rule. The University of Virginia never gave this degree except to
persons studying and passing examinationB in certain specified branches. Harvard
Yale, and some other colleges have discontinued the practice.

The degree of bachelor of divinity is not conferred by most of the theological schools.
Thns, in 1875, this degree was conferred on only 158 graduates, while the theological
seminaries graduated about 400 other students who were undoubtedly equal in literary
and professional attainments and in fitness for the pastoral office to those who received
that degree.

In the same year 26 schools of law conferred the degree of bachelor of laws
(ll. b.) on 841 graduates. It may be said with truth that at least as many more
persons must have been admitted to practice by the various State courts without
attending law schools or taking degrees.'

The degree of doctor of medicine (m. d.) in course was conferred in 1875 by 61
schools of medicine, the number of such degrees conferred being about 2,300. There
can be no doubt that others in various ways* entered the medical profession during
the same year without a diploma. Licss than four hundred degrees in course were
conferred on graduates in dentistry and pharmacy.

It will be seen from the above facts that the ranks of the professions in this coun-
try are not filled exclusively by graduates from institutions for superior or profes-
sional instruction. The conmiunity, however, is beginning to look with disfavor on
those who enter the professions without previous thorough preparation, and it may
be said with confidence that in the course of time few will be found in the professions
who are not graduates.

BOHORAET DIOBXIS.

American colleges are much in the habit of giving honorary degrees. This practice,
copied from the two great English universities, has been carried on without due dis-
crimination. It is confined almost entirely to the coUeges proper ; no school of the-
ology daring the year 1875 gave any honorary doctorate of divinity ; no school of law
conferred any honorary doctorate of law ; only 5 honorary doctorates of medicine were
conferred by the medical schools. The colleges gave honorary doctorates as follows :
138 in divinity, D. D. ; 2 in medicine, M. D. ; 68 in law, ll. d. ; 19 in philosophy, PH.
, D. ; and 4 in music, MUS. D. They also conferred 130 honorary masterships of arts.
It ii true that most of these degrees were conferred on men who had graduated from
college and that most of the recipients were professional men, but the practice is
one very liable to abuse and is discountenanced now by some of the leading schools.
Owing to the facility with which charters can be obtained from most State legisla-
tures, it is quite easy for unscrupulous and designing men to be corporators of a ''col-
lege" or "university;^' or they can become the possessors by purchase of the charter
of some decaying corporation with a sounding name. When a charter is secured by
either of these methods an imposing series of diplomas certifying to the conferring of
various degrees is prepared ; advertisements are published which inform the public
that for a specified sum of money and the presentation of a satisfactory thesis the
applicxuit will be given the degree he desires. The thesis is unimportant ; the fee is
the principal reason for conferring the distinction. Many foreigners have obtained
degrees from such schools, to the scandal and disgrace of our country. It may be set

1 Admiuion to the bar is a matter entirely in thA hanoUi of the courts.

1 Sometimes without any authority ; sometimes by license of medical societies.

CVin REPORT OP THE COMMISSIONER OP EDUCATION,

down as an inTsriable rule that any "college" or "nnivcTrity" or professional school
-which grants degrees in absentia on the payment of certain ''fees'' is a fraud. Fortu-
nately the number of such institutions is not large.

FBSB BCBOLABSHIPa.

In many colleges, and in nearly aU schools of theology, there are scholarships
obtainable under certain conditionS| so that poor students can receive help from
the income thereof; but scholarships in medical schools and law schools are almost
unknown.

OOKnmOHB OF ADMUnQH.

As the colleges are quite independent of the State in their management, so they
are also as regards conditions of admission to their curriculum (except in the State
of New York) ; generally, however, students desiring to pursue a classical course of
instruction are required to prepare themselves for it by studying some of the easier
Latin and Greek authors, the English branches, arithmetic, geometry, and some alge-
bra; but these requirements vary much.

ASTonmaart of pborssobs.

•

Professors are usually selected by the board of trustees of the college they serve.
The State has very little to do with their selection or the payment of their salaries.
In sectarian colleges the professors are usually selected fr^m the educated men of the
denomination; and the desire that these institutions should supply facilities for supe-
rior instruction as extensive as those afforded by rival colleges produces a healthy
competition. By this means the requirements of the curriculum are continually im-
proving. An additional motive for improvement is the high standard maintained by
non-sectarian colleges.

Professors in professional schools are generally selected on account of their pub-
lished writings or the reputation acquired in their professional career. In theological
schools they of course belong to the religious denomination for which the seminary
is founded.

GBIUBBAL BSKABXS.

From the foregoing remarks the reader will observe that the American university,
when fully developed, differs from the German or the English university. The English
universities at Oxford and Cambridge are substantially several colleges for instruction
in classics, logics, mathematics, and mental and moral science, professional instruction
being given almost entirely in London and other large cities of Great Britain. The
German university leaves the care of ordinary instruction in classics, mathematics,
and similar studies to the Gymnasien, Realschuleiv» &c. It teaches by means of lect-
ures, and confines itself to a very high character of instruction in philology, philos-
ophy, mathematics, law, medicine, and diyinity.

CONDinOK OF STTPEBIOR INSTRUCnOK.

The present condition of superior instruction in this country is, on the whole, en-
couraging to all lovers of sound learning and solid culture. Institutions of long estab-
lishment are broadening and deepening their plans ; institutions of recent foundation
are pushing into the field untrammelled by tradition and full of the spirit of the age
with which they are solely identified.

Boston University, — Prominent in the highest grade among the later institutions
stands Boston University, rich in endowment, imbued with advanced ideas of impar-
tial and universal education, brought into closest competition with older institutions,
and able, by virtue of the conditions which have called it into existence, to combine
exact scholarship and severe tests with elastic methods and eclectic courses — it is
unquestionably destined to .exercise a determining infiuence in the new methods of
education which the time demands and for which it is expectantly waiting.

The position of Boston Univer»ty with reference to the department <^ theology

SUPERIOR INSTRUCTION. CIX

acquires pecnliar importance fcom the edacational policy adopted in State establiah-
menta. In the endeavor to preserve that perfect religious impartiality harmonizing
with the principle of onr constitution, these institutions have made no attempt to
give instruction in theology.

Universities of private origin are free from the conditions that limit State action^ and
the University of Boston congratulates itself that '' it stands for all sciences and not
for a part of them."

The Johns Hopkint Univerrity, — As the founder of the Johns Hopkins University gave
no limitation to the interpretation of the word, the trustees after ample counsel and
reflection developed an organization which corresponds more nearly to the German
nniTeisity than any other American college.

The increasing attendance of American students uxKm the lectures of the German
oniversitieB, the enrolment of graduate students at Harvard and other of our institu-
tions, and the need of advanced instruction for students looking to professors' chairs led
the trostees to determine that the first object of their care should be ** the philosophical
hcvltj of a university,^ to give superior instruction in mathematics, science, and the
langnages. The academic staff consists, at present, of the president and six professors,
including graduates of the universities of London, Oxford, Cambridge, and Gottingen,
of American colleges, of a medical school^ and of a technical school — men who to the
highest scholastic honors have added large and varied experience in practical affairs —
while the associate instructors, lecturers, and fellows represent a still wider circle of
institutions, thus centring in the university at the outset influences the most vigorous
and stimulating.

Recognizing the responsible relation of a university to the antecedent grades, the
trustees have made arrangements for the reception of graduates of the Baltimore City
College and of private schools of the city, and courses of study leading to the bacca-
laureate degree have been marked out for such schools. This is necessarily a measure
of local application, but the pervading spirit of the university is comprehensive,
liberal, and nationaL For the second year 104 students were registered, as follows :
20 fellows, 38 other graduates, 24 matriculates, and 22 speciaL The traditional class
system is here abandoned, each student upon entering being assigned to a member of
the faculty, who acts as his official adviser with reference to his studies. All advance-
ment is determined by rigid tests, and the examinations for the degrees conferred,
namely, a. b., ph. b., a. m., and ph. d., are thorough and impartial.

The library of the university is being gathered with reference to its special needs.
The relation between the Peabody Institute and the university relieves the latter from
the necessity of establishing a general library upon a liberal scale, while at the same
time securing to the students the invaluable facilities of a large, weU chosen, and
constantly increasing library and a comprehensive series of scientific Journals and
transactions, purchased with reference to the wants of students. It will be especially
in the power of the university to advance science by stimulating original investigation
and research, and publishing the results to the criticism of the world. The earnest
of its purpose in this direction is the activity of the three scientific laboratories,
physical, biological, and chemical, and the list of books and papers published by resi-
dent members of the university during the last two years.

The influence of the university is not confined to its resident members : its liberal
spirit and its power of wide adaptation are illustrated in such special efforts as the
''teachers' class in physiology'' and the afternoon public lectures. The latter effort
has been maintained frt)m year to year with increasing success. It reacts to the ben-
efit of the university by arousing the interest of the best people and by inciting young
men to prepare for the large opportunities of which a glimpse is thus afforded.

Vanderbilt Univernty, — The want of additional means of higher education in the
South and Southwest led several conferences of the Methodist Episcopal Church
South, between the years 1871 and 1873, to take measures for the organization of a
nniveiBity. Their efforts excited the interest of Cornelius Vanderbilt, who, on the

CZ REPORT OF THE COMMISSIONER OF EDUCATION.

S7tli of March, 1873, made a donation of $500,000 to the enterprise, which amount he
snhseqnently doubled. As the result of tb''s generous gift, Yanderbilt University was
established in Nashville, Tenn., October, 1675.

The university is organized with four distinct departments, as follows: The depart-
ment of philosophy, science, and literature, and the biblical, law, and medical depart-
ments. The courses are eclectic, allowing the student th^ privilege of pursuing those
studies which are suited to his special taste, previous preparation, or projKMed busi-
ness in life.

As a temporary substitute for the lack of efficient preparatory schools, a preparatory
collegiate department has been established in connection with the university, whose
students will be under the same government and ei\]oy the same privileges, i

The facilities for instruction and investigation in the different scientifio schools
include the full appointments of physical, astronomical, and chemical laboratories,
and a museum of natural history and mineralogy.

It is purposed to so arrange the university curriculum that a student of ordinary
ability may obtain the degree of bachelor of arts in four yem and that of master of
arts in -five. Graduate students may reside at the university for any length of time,
and be entitled to the advice and assistance of the professors and to the use of the
university library and to examination for higher degrees. A Judicious system of
scholarships and fellowships is designed to extend the influence of the university.
. Drury College, — Peculiar interest attaches to all movements for superior education
in the far West, because of the important part they must assume in maintaining the
intellectual life of our own people constantly moving toward the setting sun, and in
moulding into the spirit of our civilization and institutions the foreign emigrants that
pour into our new lands.

Drury College, Springfield, Mo., a coeducational institution under Congregational
auspices, is one of the recent foundations in this field. While designing, as did the
first, colleges of our infant colonies, to instruct youth in the sacred Scriptures and the
principles of Christianity, it has no organic connection with any religious denomina-
tion and allows no effort for the promotion of sectarian interests. It has preparatory
and collegiate departments and is anticipating a growing want in its special arrange-
ments for musical and art culture.

• Colorado College is favorably situated for the work of education in the West. It
occupies a conunanding position in that great block of territory comprising Colorado,
New Mexico, Utah, and Arizona, exceeding by 50,000 square miles the extent of the
thirteen original States. On the south is a mixed population of 10,000 Americans,
20.000 Indians, and 100,000 Mexicans. The dearth of educational facilities in this
immense region is scarcely credible. Large and populous villages are wholly destitute
of schools, communities with a population of a thousand souls have i>erhaps two
months' schooling in the year, and, even at that, many teachers employed can scarcely
read and write. Adverse influences are insidiously working to secure control of edu-
cational interests. To the west is polygamy, antagonizing all that is best in American
liberty and all that is purest in society.

Colorado College has pushed into the field by establishing schools auxiliary to the
college at Santa F^ and Salt Lake City. The work of the college proper is wisely
adapted to the wants and the special resources of its section. The college compre-
hends at present three general courses of study, viz: English and normal course,
preparatory classical course, and the college course prox>er. As it has been made a
station of the United States Signal Service, students from the higher classes are formed
into a corps for the study of meteorology and for practice in the use of instruments
according to the regulations of the Signal Service. The price of tuition has been
placed at |25 a year, with the design of making the college practically free to alL

SUPERIOR INSTRUCTION. CXI

HEALTH OF COLLEGE STUDENTS.

I present here nearly the whole of Professor Hitchcock's paper on the physical train-
ing of the students at Amherst College^ Massachusetts. It was read before the Amer-
ican Pablic Health Association at Chicago, in Beptember, 1871 :

Probably the first idea of the department of physical education and hygiene in Am-
herst College originated in the mind of the late President Steams. In 1859, in his
report to the trustees of the college, when he mentions the death of two members of
the senior class as probably hastened, if not actually caused, by a neglect of the laws
of health, l^e whole board of trustees was incited to the immediate erection of a
baildin^, the nucleus and beginning of the department.

This building is called the Barrett Gymnasium, in honor of the late Benjamin Bar-
rett, of North^pton, Mass., the largest donor to it. The edifice is of stone, two
storied, well lighted and ventilated, and warmed in the cold season. The lower story
contains dressing room, bowling aUeys, spirometers, lifting and rowing machines, and
the apparatus for securing vital statistics. The upper room is 50 by 75 feet, of smooth
hard pme floor, with a clear space of 40 by 50 feet. At one end of the hall is to be
found much of the heavy apparatus, consisting of the horizontal bar, rack bars, vault-
log horse, batule board, spool ropes, peg pole^ incline board, perpendicular pole, hori-
zontal, vertical, and inclined laaders, swingmg and travelling rings, Indian clubs,
Ufting wei^ts, and a few other kinds. At the other end are a smaliplatform for the
leader of the class exercises and a piano to secure harmony and rhythm during the
exercises. Above this platform is a gallery for the spectators of the exercises, of whom
there were 3,635 during the year 187B-^7, 842 of them being ladies.

The gymnasium is open during all the hours of daylight and may be used b^ any
member of college at nis will, save that he may not interfere with the exercise of
a class when occupying the floor. No restraints whatever are put upon the students
in osing the building or its apparatus, save instructions as to the proper and healthy
nse of the heavy apparatus and impressive caution to the freshmen and newcomers
not to use excessively until inured to work and familiarity with the apparatus by a
period of training.

The title of the department was proposed by Dr. Nathan Allen, of Lowell, one of
the trustees and graduates of the colle^, of which he has been an early and long
tried friend, and &e most devoted and faithful guardian to the department, of which
he may well be styled the godfather. The duties of the professor of this department
were established by the trustees, upon the suggestions ofDr. Allen, as follows : '* The
dnties of this professor shall be: First, to take charge of the gymnasium and give in-
stmction to the students in gymnastics. Second^ to take a general oversight of the
health of the students and to give such instruction on the sublect as may be deemed
expedient, according to the general plan stated by the president in his report and
nnder the direction of the faculty, like all the other studies. Third, to teacn elocu-
tion, so far as it is connected with physical training. Fourth, he shall give lectures
from time to time upon hygiene, physical culture, and other topics pertaining to the
laws of life and healthy including some general knowledge of anatomy and physiol-
ogy. Fifth, the individual appointed to have charge of this department shall be a
thoroughlv educated physician, and, like other teachers and professors, shall be a
member of the college faculty. It is distinctly understood that the health of the stu-
dents shall at all times be an object of his si>ecial watoh^ care, and counsel.''

At the same time, the faculty believed that the exercises in the gymnasium should
be conducted according to the following ideas: "First, the main object shall not be
to secure feat« of agility and strength, or even powerfal muscle, but to keep in good
health the whole b^y. Second, that all the students shall be required to attend on
its exercises for half an hour, designated for the purpose, at least four days in the
week. Third, the instructor snail assign to each individual such exercises as may be
best adapted to him, taking special care to prevent the ambitious from violent action
and all extremes, endeavormg to work the whole body and not overwork any part of
it. Fourth, that while it may not be expedient to mark the gradation of attainment,
as in the intellectual branches, yet regularity, attention, and docility should be care-
folly noted, so as to have their proper weight in the deportment column of the stu-
dent's general position. Fifth, that some time shall be allowed out of study hours for
those volunteer exercises which different men, according to their tastes, may elect for
recreation, and particularly that the bowling alleys be not given up to promiscuous
nse, but be allotted at regular hours to those who wish to make use of them : all
these volunteer exercises, of whatever kind, to be under the supervision of the gym-
nasium instructor. Sixth, that the building shall always be closed before dark, that
DO light shall be used in it, and no smoking or inegularities of any kind shall bo
allowed in it. Seventh, that the instructor ought to 1^ a member of the faculty, and
give in to it his marks and occasional accounts and receive directions a0 other officers
of the college are accustomed to do."

CHI REPORT OP THE COMMISSIONER OP EDUCATION,

The department has now been in operation for seventeen years. During nearly the
whole of the firet year it was under the direction of Dr. John W. Hooker, son of the
late Dr. Worthington Hooker, of New Haven, Conn., who left on account of sick-
ness and soon died. And for the remaining sixteen years it is interesting to observe
that^ though it has been experimental in the work of college education, yet it has been
earned on so nearly according to the plan and views of its originators that to a mere
looker-on it might seem as ii the work of the department began and ended with the
dailv exercises of the four classes in the g^nasium. But in this department much
of tne work is done with individuals and in ways where it is not known or seen by
the multitude.

Each of the four classes in college meets the professor for an ezeroise in the gymna>
slum of half an hour's length on four days in tl^ week. In this way the student pre-
sents himself for a public visit to the professor, and ma^ always have a private inter-
view either before or after the exercise if either desire it. The hours for the exercise
are mainly at the beginning and dose of the day, as both the most valuable time for
exercise and those which Best adapt themselves to the coUege routine. Each class
has its own captain and as many otner officers as are best adapted to manceuvre and
handle the class in its movements. The general method of the conduct of the exer-
cises is military. The required exercise of each man and class is best known as that of
light gymnastics, or those bodily exercises performed by a class with one or two pieces
of apparatus in the hands, each movement timed to music and all simultaneous and
uniform ; and the only apparatus successfully used at Amherst is the pair of wooden
dumb-bells, weighing less than a pound apiece. The students here have universally
preferred the beUs to the rings and wandB, though these have been thoroughly tried.
Each class has it« own ** exerdse'' or series of Ixidily movements with the bells, and
these are so managed as to give free, lively, graceful, and vigorous work to the whole
muscular system daring the time of the exercise. In addition to the bell exercise,
marching by the file and flank is considerably practised, and during the cold months
running or '^ double quick'' movements. This running is encouraged, that the stu-
dent may gain the very valuable assistance that it gives to the ** wind'' by furnishing
warm air to the lungs, and a more rapid relief hj sweating and greater freedom to
the bodv by the smaller amount of clothing required than if the necessary amount
were taken in the cold temperature of out of doors. This exercise varies from fifteen
to twenty minutes, and with the teinperature from 55*^ to 60^ the student almost
always finishes with a moist skin. The remainder of the half hour is occupied in
voluntary exercise. Some use the heavy apparatus, about one in .eight, or take a
longer run ; others dance, use clubs, sing, pnll rope, toss in the blanket, turn somer-
saiuts, and occupy themselves in any proper maimer to secure exercise, sport, or recre-
ation.

This amount of exercise includes all that is required of the student, and satisfies
probably three-fourths of the whole number. The use of the bowling alleys is entirely
at the option of the student. Some, however, who are not quite normally robust or
who are specially advised to it, frequent the gymnasium for the seoond half hour in
the day, either following special directions or enjoying themselves as they like. Others,
on account of their robust nature, require more muscular work in order to discharge
their superfluous energy. Just as some people require more food than do others. It
might be thought that accidents would happen here frequently, and that there has
been such an exemption from everything of this sort seems to be owing to a special
providence. There has never been a serious result from accident since thebuilding waa
opened and dedicated to the better culture of the body, unless it be to one young man
who fell and was kept from gymnasium exercise for three months.

Before this department was establi^ed it was thought that requirements of bodily
exercise would be irksome to students and difficult to secure. But experience here
has shown that the disposition to shirk this branch of college life has not been so
marked as in some of the intellectual departments. Some statistics have been gath-
ered to illustrate this point. In 1868^69 attendance on chapel and gymnastic exercises
was compared. Nearly 84 per cent, of the class were present at Uie gymnasium and
80 per cent, at the chapel. Similar observations in 1870 gave 13 per cent, of absences
from chapel and 6 per cent, from the gymnasium. It was at first thought that it would
be necessary to excuse many from gymnastic exercise. The past year, however, may
be taken as a sample for the sixteen years, during which year only one junior and two
freshmen (each with a defective arm) have not been required to attend. There has
been no instance in the history of the department where the exercises as required have
worked the least injury to the student; but, on the other hand, there are scores of men
in whom a marked improvement has evidently taken place as a direct result of the
required physical training as practised here.

The military method, thougn a little used, is not sought after. It seems idle to talk
about military rules and life where there is no military authority to carry out the reg-
ulations. Were the coUege a State or Government institution, a military department
would be in pface and possibly sustained and prospered. But to talk about military

SUPERIOR INSTRUCTION. OX III

rules and methcxls without the authoiity of the ball and chain, the giianlhonso, or
power of life and death in the officer, seems worse than idle. College students will
generally chafe under that rule which degra<les them from the agents of free will and
choice to a mere live machine except when " the country calls."

The definition, or perhaps description, of hygiene, as understood in this department,
is best given in the words of the late Dr. E. A. Parkes: " Taking the word hygiene in
its largest sertse, it signifies rules for perfect culture of mind and body. It is impossi-
ble to dissociate the two. The body is affected by everjMnental and moral action;
the mind is profoundly influenced by bodily conditions. For a perfect system of hy-
giene we must combine the knowledge of the physician, the schoolmaster, and the
priest, and must train the body, the intellect, and the moral soul in a perfect and bal-
anced order. Then, if our knowledge were exact and our means of application ade-
quate, we should see the human being in his perfect beauty, as Pn^vidence perhaps
intended him to be ; in the harmonious proportions and complete balance of all his
parts in which he came out of his Makers hands, in whose divine image we are told
ne was in the beginning made."

With this definition for an inspiration, it is one of the duties of the professor in this
department to give a course of lectures on health to the freshman class immediately
op«n its entering. The subject relates more especially to the health of student life ;
not merely to individual sanitary rules, but to the peculiar necessities of care in
90 closely compact a body of young and growing men in college : not to those condi-
tions peculiar to the body alone, but to those interesting relations and interdependence
of body npon mind and vice versa. This department also gives instruction in human
anatomy and physiology. The cabinets are well supplied with natural and artificial
prenarations of the human body, which furnish to the student a proper acquaintance
witn the stmcture and uses of the organs of the body, such a knowledge as ou^ht to
be familiar to every person of so called liberal culture. The anatomy and physiology
which is technical or professional is not offered to the student, but only such knowl-
edge as may be gained by a tolerable acquaintance with the skeleton, the manikin^
and most of the enlai^ed papier mAch6 models of Auzoox. As a stimulus to study in
this direction, two prizes for the best recitations and examination in these sciences are
anmially given by Hon. E. H. Sawyer, of Southampton. A course of lectures, reci-
tations, and laboratory work in comparative vertebrate zoology is undertaken by the
senior class. This is arranged so as to give the student an enlarged plan of the verte-
brate kingdom rather than the study ot species.

The professor in this department is expected to know the physical condition of all
students during term time. This does not mean that he only sees them at the gymna-
sinm exercise, but that he makes himself acquainted with their habits, bodily condi-
tion, and whatever in the ])hysical sense may react upon their mental state. This
means that he offers suggestions where he may discover deficiency . excess, imprudence,
or ignorance of many of the conditions of student hygiene and life; and the regula-
tions of the faculty are such that these suggestions may if necessary have the force of
a requirement. The visiting of the iU and disabled students requires a share of the
time of this professor ; for, while the diseases of college life are seldom alarming, or
very distressing, or numerous, yet for students living in dormitories and boarding
houses, without home comforts and nursing when ill, much care is often necessary to
give comfort during and freedom from the disorders which affect young men at the
college period of lif^. It is to be hoped that the next step in physical education here
may be to establish a sanitarium or an equivalent to the hospital of an army.

The amount of time lost in sickness by the students is a fact determined by this de-
partment. Dr. Jarvis says that the amount of time lost by each laborer in Europe is
from nineteen to twenty days each year; and the Massachusetts Board of Health
says that in 1872, in that Commonwealth, each productive person lost thirteen days
by sickness. A man here is put on the sick list if he is absent more than two consecu-
tive days from all college exercises. With this as a compuison, between the years of
1861-^62 and 1876-^, inclnsive, S^.3 per cent, of the college liave been entered- on
the sick list ; or, every student in college has constmctively lost 2.64 days each year
by illness, and every sick student has averaged 11.36 days of absence from college
daties. Daring this same jieriod, 48, or three each year on an average, have left col-
lege from physical disabilities, althongh 16 of these have rettimed and entered again
their own or a succeeding class. The causes which produced these removals were : in
7 eases, constitutional debility ; in 6, typhoid fever ; in 5. consumptive tendencies ; in
6, weak or injured eyes, and single cases because of other infirmities. During this
period of sixteen years, 16 students have died while connecte<l with the college.

In connection with this subject it is instructive to learn that dyspepsia, though
formerly prevalent in Qollege, has lost its foothold here of late years. For the past
sixteen years it has not once so occurred as to be recognized as a cause of loss of time
to any student. Pork, too, is mostly banished as an article of food. The students
will not eat it. The maladies which have visited Amherst students for the sixteen
years past have been, in the order of their frequency : Colds, including the few of lung

E — ^vra

CXIV EEPOET OF THE COMMISSIONER OF EDUCATION.

fevL*r aiul influenza, 35 i>«r cent. ; physical accidents, 9.47 per cent. ; boils, 4.82 per
cent. ; eyes, 4.5(5 per cent. ; and so on in decreasing ratio of numbers, with febricma,
typhoid fever, quinsy, debility, mumps, bilious fever, diphtheria, bilious trouble,
stoaiach initatiou, intermittent fever, measles, teeth, and forty-five other causes which
yielded 1G4 cases, or 12 per cent, of all the cases of sickness.

The months of the year during which college sickness has prevailed havebec-tn care-
fully recorded. The record, however, can be made out only for nine months, as vaca-
tions cover so much of the other months that it would not give completed j?esult«.
April also has always had a short vacation.

The percentage of cases has been as follows :

In January 13. i?

In February 16.6

In March 16.4

In April (part of the month') 6.3

In May i 12.8

In June 6.3

In September 10.3

In October 9.7

In November 7.7

Total 99.9

In addition to the items secured upon the maladies of students. Dr. Hasket Derby,
of Boston, is now instituting a series of personal examinations of every student, in
order to determine the effect of college life upon near-sightedness. In due time with-
out doubt his results will be g^ven to the public. The vital statistics of the students
of the college have also been secured. These include the age, weight, height, finger-
reach (distance between tips of the middle finger of each hand^, chest g^irth (average
between **fuir* and "repose"), chest range, arm girth (biceps), forearm girth, capacity
of lungs, and a simple test of muscular strength. The results are the averages of the
data secured from 1,171 students, with 20,458 items of record: Age, 21 years, two
months; weight, 139.146 pounds, 63.11 kilograms; height, 5.653 feet, 1.723 metres;
finger reach, 5.783 feet, 1.763 metres: chest girth, 35^786 inches, 9.09 decimetres;
chest range, 3.416 inches, 8.7 centimetres; arm girth, 11.620 inches, 2.95 decimetres;
forearm girth, 11.059 inches, 2.81 decimetres; lung capacity, 240.871 cubic inches, 4.095
litres: strength, 10.747 times.

Probably the most important feature of this department consists in plaeing it on
the same level with the other departments of the college course. As, however, it is
of so different a nature and unlike the ordinary methods of so called school culture,
it has taken time and experiments to carry the system along to it« present condition.
In our educational institutions some method is adopted to Inform the student — and
generally tlie public, too — where his position is in the institution and how he pro-
gresses. In mental growth and culture this can be determine<l by recitationB, exam-
inations, and exhibitions, since the mental powers should grow through the whole
range of mental maturity, and the design of intellectual work is to secure the highest
development of mind within its normal limit>s. But the young man who enters col-
lege in his twentieth year has approximated to his highest physical growth and pow-
ers ; and moreover the design of the college physical education is not to produce ath-
letes or physiological prodigies, but only to estabUsh health, and well preserve the
body up to the normal standard, and promote the harmonious culture of both. Hence
"rank cannot be assigned to a man if he excels his classmate in heavy gymnastics.
To encourage this might be ii^jurious. And to discriminate between four-fifths of a
class as to the best gymnasts with dumb-bells would be next to impossible, as this
proportion of a class perform the exercise equally well. And vet to secure a proper
attention to obedience of the laws of health, and particularly the taking of sufficient
and regular exercise iu a proper manner, is what is attempted to be done for the Am-
herst student ; and if he but gives the attention and care to the needs and culture of
his body as required in this way, he receives an increment to his college rank or st^md-
ing which is recorded on the books of the faculty: in this way the student has a
l)crsonal incitement to discipline in this department. There is also an inducement to
the same thing in another way and by the means which are always so effectual to
the college student : a spirit of class pride and honor. By the generosity of Mr. John
H. Washburn, secretarj' of the Home Insurance Company, New York, a yearly prize
of ^100 is given to " the class which during the vear shall most faithfully discharge its
duties in the gymnasium and carry out most fully the instructions of the professor of
hygiene." This prize has been awarded for the last four years, and has shown valua-
ble results in ^'bracing up" the easy, indifferent, want of energy element of society,
which is not wanting m a college; the very character needing push, snap, and tone
to make it enjoyable of itself and of use to mankind. The following data gathered at
different peri<Kl.s show the effect of the class prize: In 1868-'69 the attendance on

SCIENTIFIC INSTRUCTION.

CXV

sjimiastic exercises, inclading the excused absences, was 88 i>er cent, of the class;
onring October, 18r70, the jratio of absence to attendance with the same data was 1 to
17^; and during the summer of ISTG-T? the average attendance of the classes, under
same conditions, was 93.5 per cent.

It iM not possible to make definite statements as to the value of this department,
siDce no numerical records of data were had concerning these matters before its crea-
tion. Hence, criticisms, adverse or otherwise, must depend on hearsay, opinions, and
general impressious. It is a general opinion that the young men carry themselves
in their walk with more erectness and elasticity, not to say grace, than did the former
college students. Soon after the establishment of this department, boarding house
keepers noticed a better appetite tm the part of the students and a demand for the
more substantial edibles, such as bread and meat. The opinion of the college faculty
is most decided that the intro<luction of the new department has done much to im-
prove the health of the students. Prof. W. S. Tyler, the oldest member of the fac-
ulty at Amherst, speaks as follows upon this matter : '^If I were asked to specify what
I consider to be the most marked characteristic and distinctive excellence of the Am-
herst gymnastics, I should say that it is the union of recreation and amusement with
exercise, of the voluntary ana spontaneous with the required and the prescribed; in a
word, of play with work. To succeed in doing this wonkL be of course, according to
Dr. Bushnelrs well known distinction in his article on 'Work and play,' to bring
heaven down to earth. And this is just the success which these gjinnnstics have
achieved."

One merit of the system as practised here has been its humanizing or levelling in-
flnence. The best scholar in his class may stand shoulder to shoulder in the gymna-
aiim between two very ordinary scholars and constantly be made to realize that ho
is not equal to either of them in physical attainments or endurance. And here a man
may not choose his comrade on account of his lit-erary or social nnalities : one of the
things periiaps which may help to prepare him for the battle of life and the develop-
ment of proper sympathies and self-denial . A moral consideration of some si^ificance
has presented itself in the college within the last 12 or 15 years, which is the de-
crease in the demands for college discipline. This has aone so far that durlnff the
last year not a single student was removed from college for improprieties of conduct.
The drinking of intoxicating liouors and the useless expenditure ormoney in style and
show, which once were decidedly prevalent in college, have been less during the last
few years. If any of these things are credited to the department under consideration,
it is no doubt very much owing to the giving up of many petty rules when so new an
clement was introduced into the college; and this very relinquishment places the
student much more under his own control, government, and self-reliance.

TABLE X.— 8CHOOL<» OF SCIKNCE.

The following statement shows the number of institutions and departments of this
claw, with instructors and students, as reported to this Office in each year from 1870
to 1877, inclusive. The numbers under 1873, 1874, 1G75, 1876, and 1877 include the
national Military and Naval Academies :

Xumber of institutionB
Smnber of instroctors.
HnmbcT of stadeots . . .

1870.

1871.

1872.

1873.

1874.

1875.

1870.
75

144

303

724

740

600

758

703

1,413

3,303

5,885

8,050

7,244

7,157

7,614

1877.

781

8,550

CXVI

REPORT OF THE COMMISSIONER OF EDUCATION.

Table X. — Part 1. — Summary of statistics of schools of science.

States.

Alabama

Arkansas

California

Colorado

Connecticnt

Delaware

Plorlda

Georgia

Illinois

T tiiHa^v^

Iowa

TTayiiiaiy ,

Kentncky

Maine

Maryland

Hassachosetta . .

Michigan

Minnesota

Mississippi

Missouri

Nebraska

Nevada

New Hampshire

New Jersey

New York

North Carolina. .

Ohio

Oregon

Pennsylvania . . .
Bhode Island . . .
South Carolina. .

Tennessee

Texas

Vermont

Virginia

West Virginia . .
Wisconsin

Total

U.S. Military Acad'y
U. S. Naval Academy

Grand total . . .

«M

o
b

B
'A

Preparatory depart-
ment.

e
a

•Ad
00

(B)

5
1

2
3

(d)

4
8

Students.

100

(b)

165

107

(d)
(b)

671

(b)

(d)

155

Scicutiflc deportment-

Students.

g
o

o
O

7
12
33

(b)

3
5

12
11
42
12
12
4
11

(b)

8
10

120

126

188
(b)

198
227

16
273
140
110
104

41
844
141

(6)

24
41

201
75
49
49
67
43
37
(b)

331
15

224

i
t

a
'2 •

«M O

O T?

10
100

383 3, 366

311

47
67

264
360

071

155

497 3,990

311

3
3

ce
e

■•^

100

250

300

12
40

(6)

«?)

(b)

200

79 1, 129

1,129

O 5

o ic

aCollege not yet established. 6 Reported with classical department (Table IX). c The income
of $50,000, which has accrued from the national grant, at |100 a scholarship annually, d Reported in
Table VU.

SCIENTIFIC INSTKUCJ ION.

CXVII

Table X. — Part h— Summary of statistics of schools of science — Continued.

States.

Aklwma.

Arianftas

California

Colorado

CoDoecticat

Delaware

Florida

Georgia

lUiDois

Indiana

Iowa ,

EanMa

Kentncky

lUioe

Marylasd

lEaamM^lixiaetts . . .

Michigan

HinnMota

MiaaiMippl

Miaaonri

Xebraaka

Nevada

X«w Hampshire

New Jersey

New York

North CaroIiBa..

Ohio

Oregon

PennsjlTania . . .

Bhode Island . . .

Sonth Carolma. .

Tennessee

Texas

Vermont

Virginia

West Virgiirfa . .
Wiac4>nsin ,

Libraries.

s i

I g

p Xi

2 e

s
>5

a
^^

a
p x>

^ S3
o 2*

•/;

2,220
500
(a)

250
300
(a)

2,500
(o)

Property, income, Sec.

^ 9

O .
-» •

$100,000
170,000
(a)

o
>•

s
o

9
3

$250,300
130,000
(a)

E
- "^

$20,744
10,400

c C
.a ®

-2 I

$750
2,000

hi .

a t
I s

5,000

40.000

5,000 I
(a)

(o)

14,000

11,040

1.050

4,500

2,000

3,648
1.500
e,500
4,306

(a)

1,678

200

(o)
8,000

440
500

200

1,007

100

231

1,500

(a)

16,000
111,000
359, 411
239,695
485,202
131, 791
150,000
145,000
100,000
025,000
195, 803
(a)

28,905
45,960
20,000

280,123
(o)

17,000
(o)

(a)

258,000
310,000
310,000
500,000
238,101
165,000
135,000

890,000
237,175

(a)
94,646

18,250

29,460

20,813

40,000

20,491

0,900

8,000

6,900

40,600

16,000

(a)

5,679

1,250

2,751

1,600

10,665

47,000

876

11,500

35,444

11,000

23,000

12.500

15,218

6,000

5,000

36,837

(a)

30,000
7,600

Total

r.S.HmtaTjAc»d'y.
r.SNaral Academy.

Grand total

1,200

(a)

(a)
1,000

200

(a)

(a)
100

1,950

2,000

^20,000

(«)

(a)

500,000

6,000

500,000

1,200

400

(a)

(fl)
2,784
7,000
7,000

(a)
339
500

300
600

10,000
(a)
200,000

{a)

303,050
250,000

80,000
116,000

(a)

125,000
600,000

4,800
6,960

(a)
7,600
30,000

160
1,200

(a)
2,076

500,000

60,000

191,800

(a)
196,000

(o)

306,750
110,000

30,000
3,000
7,500

(a)
14,955

(o)

34,268
6,600

(a)

585

520

1,500

80,337

26.735
19, 247

126, 819

4, 283 15. 200

5.111,817 5.401,805

410, 470

900

(a)

5,000

16,250

7,600

71.111 i 268.649

310
900

8,000,000

6,493

15,200

8, Ul, 817

6,491,895

410, 470

'6286,604
j (6)

71, 111

556.253

a Reported with classioal department (Table DC).

h Congressional appropriation.

CXVIII BEPORT OF THE COMMISSIONER OF EDUCATION.
Table X. — Part 2. — Summary of »i<Ui9Uc8 of achooU of wience.

States.

Califomia

Colorado

T nHinna.

Louisiana

Massachusetts . .

Missouri

Now Hampshire

New Jersey

JSTew York

Ohio

Oregon

Pennsylvania . . .
Virginia

Total

Preparatory dejMO-t-
ment.

Scientlflc department.

2
al
1
5
1
2
2
5
1
1
6
4

s
i

Students.

405

453

330

■♦A

I
a

o
ce

Students.

I I

4
4

13
22
33
61

60
14

140

131

959

4
3
3
10

a ■♦*

«4 •

-^ OF

34
23

238

899
109

2,482

i
11

78^

States.

Califomia.
Colorado..
Indiana . . .
Louisiana.

Massachusetts..

Missouri

New Hampshire

New Jersey

New York

Ohio

Oregon . . . .*

Pennsylyania .
Virjdnia

Totsil

Libraries.

110

0,000
1,000
2,000
5,000
10, 000

34,500
5,500

64,110

00
I— I

150

30
200
186

a S

O >.

Property, income, &c.

o S

61) of

114,500
135,000

1,000
200

1.790

1,000

1,050

150,000

80,000

4,000

630,000

2, 000, 000

100,000

^$250,000

739,835

155,000
700,000

$15,000

103,424

9,300
38,355

•^ I

« .2

« « g

O Q;

>^. St

$137 $1,7»)

350,000
393.000

3, 856, 500

40,000

1,884,835

7,408

2,500

3,840

18,367

30, 770

2,400

168,479

15,000 I 25,000

78,022 26,75a

a Not fully organized.

bExclusivc of a bequest lately made of |105,000.

SCIENTIFIC INSTRUCTION. CXIX

A r«>view of faelH brought out in the reports of the colleges of agricnltnre and the
mechanic arts* allows no doubt that they are solving the problems which have been
intrusted to them. The close study of their history in each State will convince a can-
did judge, I am confident, that they are adjusting themselves —

(1) To science: Alreaily they have here and there promoted its progress and this
stimulating influence increases ; still more generally they have tlrawn upon the ad-
vancement of science for the benefit of their instniction.

(2) They are equally adjusting themselves to the condition and necessities of industry.
Tlie reports of the boards of agriculture of the several States show that their nierr-

ings have received valuable contributions from Uicse institutions, and that thoy havr
:ii«le«l in disseminating im|>ortant information concerning the various intert'^ts of a-i i-
eulture.

A few isstances will illustrate the nature of this practical scrviic and of the rela-
tion between the colleges and the boards. From the report of the Michigan Board of
Agriculture for 1877 it appears that farmers in the State, excited by repre8«'ntati<»iis
against a popular and pro<luctive variety of wheat, applied to the State Agricultural
College for information on the subject. Tlu^ board of agriculture ordered an investi-
gation, which was made by the cfdlege professor of ehemistry and his assistant. The
result proved that neither in the chemical composition nor in tlic pliysical properties
of the flour made from this wheat did there exist any caus<; of com]daint. Thus a
serious disturbance of opinion, which would have affected the cultivation of more tljaii
1,200,000 aci*es, was averted. The connection between the bouitl and the colh'ge is
very intimate in this State, tin' board of agri«ulture having, in fact, the niauagenirnt
of the college.

The act establishing the Vermont Hoard of Agriculture makes the president of the
State Agricultural College one of the board. The entomologist of the board of agri-
culture is the professor of zoology in the University ami State Agricultural College.
His address on *^ Certain injurious insects,'* published in the report of 1877, su-^gests
the inve^igations of general interest that come within ^he ssope of this board.

The Board of Agriculture of the State (»f New Hampshire authorized its secretary
and Mr. J. W. Sanborn, superintendent of the college fanii, to initial*' experinieiital
work on the farm and on certain "quasi stations" for the pur])08e of giving authori-
tative instruction t^ farmers about matters of farm and stock management. The lirst
results have been already reported by Mr. Sanborn.

The last day of the convention of the State Boartl of Agriculture of Maine was occu-
pied by the students of the State college, who reported the results of exj)eriments at
the college farm.

The importance of intro<lucing such praetical exercises in the colleges of this grade
is universally acknowledged. In the proceedings of the Wisconsin State Agricultural
Society for 1877-78, it is recorded that a resolution was passed expressing as th<* sense
of the convention that one or more of the regents of the university should be practical
farmers.

It appears from the State Tniversity re]>ort for Missouri, lH7(>-77, that the State
Board of Agriculture has been transferred to the Agricultural College, thus eoueeiit rat-
ing the forces working in the cau8«» of agriculture and increasing their efficiency.

The general importance of the experiments uuwle on the college fanus is not their
only merit. Tliey aftord work for the students, whieh often is even more necessary to
the class of young men attraeted thither than to those entered in purely literai*y insti-
tutions. In s<mie of thesi' colleges a certain auKunit of labor is required; in othei-s it
is optional with the students. The jirires paid varv. ae<-ordinjj: to the nature of the

^Illinois Agricultural Collojic Trvintxtoii, ilii»rt«T«Ml in 18<jl ami ctrpniizod in 18GG, 1ia8 be«'n suspended
becanso of a decree of i-ourt which givos its lands and biiildinsH to the State. Orisinally meant to be
an i^ricnltural coUcjSe in fau-t as well as in name, it rec»!ived fi*om the State a laude<l endowment >rhich
yielded a fund of $56,000. The tresisiiier of the institution wasted this fund in private sj>oeulaliona,
and the State, failing; to ivcover it I'nnn the e:»llejr»', o1)tain< d a denoe ns :ibove stated.

CXX REPORT OF THE COMMISSIONER OF EDUCATION.

TTork and the skill of the student, fi-om 4 cents to 15 cents per hour, as will be seen
from the following table :

Hourly compensation of students in agricultural colleges for work on the farm.

Illinois Industrial University

Iowa Agricultural College . : ■

Indiiina Agricultural College > —

Kansas Agricultural College

M:iine Agricultural College

Maryland Agi-icultural College

Massachusetts Agricultural College

Michigan Agricultural College

Missouri Agricultural College

Agi-icultural department of Cornell University, Xew York .

Ohio Agricultural and Mechanical College

Pennsylvania State College

Virginia Agricultural College

Minimum.

8 cents.
4 cents.

Maximum.

10 cc*nts.
9 cents.

7 cents. 10 centa.

1 10 cents.

"Very liberal corppeusation.*'

10 cents. I 10 cents.
10 cents.'

10 cents. 15 cents.

(a)
"Fair wages."
•'Liberal pay."

a Though the rate paid to students by the hour at the Ohio College is not given, it appears that the
amount of $459.69 was exi>ended for student labor during the year 1876-'77.

Illinois, Kansas, and Maryland agricultural colleges report that students, with skill,
industry, and economy, can defray a large part of their expenses by work on the college
farms and gardens.

In the report of the Massachusetts Agricultural College it is stated that " indigent
students are allowed to do such work as may offer about the college and farm build-
ings or in the field, but it is hardly possible for one to earn more than from $50 to $100
a year, besides performing other duties/'

In the agricultural department of Cornell University employment is not guaranteed
to any students, yet a limited amount is furnished them at such prices as would or-
dinarily be paid to other persons for doing the same work.

The relation thus established between the agricultural colleges and practical indus-
try makes them important factors in the great labor problems of the day. At the same
time they are bearing their part in the general progress of education and thus becom-
ing more and more' important as educational centres. They send many students into
the teachers' ranks and make valuable contributions to the literature and discussions
of education.

VACATION SCHOOLS.

The number of schools for instructing advanced pupils during vacations has formed
a marked feature of the year. In several preceding years such schools existed, some
of them for the field study of geology, botany, zoology, and kindred topics, and
some in convenient localities for instruction in chemistry, ichthyology*, drawing, music,
languages, methods of teaching, and so on. But in 1877 these means of summer in-
struction expanded into greater proportions than in any previous vacation x>eriod
The States north of the Ohio River were dotted with institutes for teachers who, in-
stead of resting, were trying to prepare for higher work. More than fifty such insti-
tutes were held in Indiana alone, besides many in other States. One of these was*to
instruct teachers in the art of elocution ; another was to prepare them to give draw-
ing lessons in their schools ; others were for the study of the natural sciences, for
which last Butler University, in Indiana, also sent out a number of its students, under
competent instructors, on a summer's walk through the mountain ranges of the South.
In the East, besides the usual simimer schools of Harvard professors — one of these, also,
a field school in the South — there were a summer school of biology, zoology, and bot-

THEOLOGICAL INSTRUCTION.

CXXI

aoyat Salem, Mass., under tbc auspiccH of the Pcabocly Academy of ScieDcc there; a
normal institute of great proportions at East Greenwich, R. I., for instruction in music,
elocution, drawing, and modem languages ; a school of languages at Amherst College,
and several kindred ones in other portions of New England, as well as in New York
and Pennsylvania. A scientific exjjedition to the Rocky Mountains, under the charge
of Prof. Sanborn Tenney, of Williams College, Mass., was arrested by the death of
Professor Tenney, July 9, while en route. Another from Princeton College carried its
fitadents to the Yellowstone and brought back large treasures for the college cabinet.

TABLE XI.— SCHOOLS OF THEOLOGY.

The following is a comparative statement of the number of schools of theology
\inolnding theological departments) reporting to this Bureau each year from 1870 to
Iffil, inclusive, with the number of i)rofe8sorH and number of students:

Knmber of institutiona
Number of imitnietors
Xoniber of stndents . . .

1872.

1873.

1874.

1875.

1876.

1877.

104

110

113

123

124

435

573

579

615

580

564

3,351

3,838

4,35G

5,234

4,268,

3.965

Table XI. — Statistical summary of theological seminaries.

Denominatioii.

Number of
seminaricB.

Bomao Catiiolic

Pri)<«8taiit Episcopal

Pmb3rteriaii

Baptist

Lotheran

CoDgr^ational

Vethodist Episcopal

Clnutisii

Seformed

Halted Presbyteriaii

dunberland Presbyterian /

Free Will Baptist

Methodist Episcopal Soath

Unaectaiian

Beformed (Datch)

Unireraslist

African Methodist Episcopal

Mennonite -'

Kethodist

Korsvian

Seir Jemialem

rnion Evangelical

Unitarian

United BrethrMi

•

Total

124

Number of
professors.

8
1
4
6
2

564

Number of
students.

575

263

074

772

252

347

383

120

32
19

3,065

GXXII REPORT OF THE COMMISSIONER OF EDUCATION.

Table XI. — Sumnuiry ofstatiaiicB of »chooU of iheoloffy.

States.

Alabama ...
California...
Conuocticut

Gwn'gia

TUinoiH ...
Indiana

13
1

Iowa : 3

Kansas .

Kentucky

Louisiana

Maine

Maryland

MassachusettH

Michigan

Minnesota

Mississippi

Missouri

Nebraska

New Jersey

New York

North Carolina

Ohio

Pennsylvania

South Carolina

Tennessee

Texas

Virginia

Wisconsin

District of Columbia

1
6
1
2

2
3
1
4
1
4
13
3
14
16
1
5
1
5
2

Total il24

StudMita.

Libraries.

Property, income, d:c.

■*-)

■♦»
c
a

fit

♦i

o
a

ea
ji

o
ua

P^ pH

2 ....

12 i 2
29 I 8

18 .... 2

14 i

150 ; 3 124
85 I....

51 19 376 ! 30

4 ...
12 4

23 L...
20 ! 2

4 I....

10 5 123 I....

9 18!
20 !....
53 1 J7 j

sl 1,

5
13

3
35
63

9
58
83

17
»>

17
18
10

2 !

21
24

17
21

1 t

66
57
294
25
32
12
57

287
692

75
351
398

40
112
6
205
162
120

564 164 3,879

8
1
1

6
11

132

«>

171

300

147

80 1, 189

a ^

C
« 1

2 i

36
3

ft*

•to* "•

s s

.- "to"

■* □

2 =

800
7.500
13 25,500
500
65 50, 850
... 6, 000
12 I 6,800
. . . . 3, 000
12 I 19,600

3
3

290

490

500

2. 125

201
o

130

19,200

27,061

73,945

1,500

4,500

1,500

9,200

500

73,633

94.028

600

63,500

100,555

18, 916

7,000

150

355

1,636

300

100

$5,000

110,000 $30,000

247,544 $15,000

9.000 ,

537, (HH) 760, 150 44, 330

150,000

230.000 I 91,000 6.200

25.000

38,500 ' 565.884 31,900

3,118
3,337
200
4,050
2,652

36 I 23,600 I 200
....' 13,000 I 1,000
22 i 2,200

809 G54, 988 20, 575

190,000

72.000

581,835

90,000

5,000

40.000

10,000

894,000

692,500

50,000

805,000

408,000

35,000

30,000

170,000

I 3,100

1, 100, 712

30,000

I 15, 000

I 40,000

U. 750

210

81, 576

2,000

jl, 034, 275 62, 500

11,412,208 94.950

I --

I 522,000 I 61,400

1,321,922 ! 83, Ml

I 060,000 j 47.200

275,000

150,000

40,000

266,000
25, 000

14,000
2,000

5,472,835 8,294.795 .>58.677

TABLE XII. — SCHOOLS OF LAW.

The following is a statement of the number of schools of law reporting to this
Banyan each year from 1870 to 1877, inclnsivc, with the number of instructors and' num-
ber of students :

Number of institutions
Number of instructors .
Number of students . . .

1870.

1871.

129

1,653

1,722

1872.

151

1.976

1873.

158
2,174

1874.

181

2,585

1875.

224

2,677

1876.

218

2,604

187

173

'2. all

SCHOOLS OF MEDICINE.

CXXIII

Tabub XU,—8unmary qfBtatUiic$ of^dtooU of low.

Stitos.

o
u

AhhuoA I 2

Connedicat 1

Georgia 2

miiiois 3

Indiana 2

Iowa 3

Kcntncky I 2

Looisiana 2

Maryland 1

Maaaachafletta 2

Michigan 1

SGaioarJ 2

NewTork ' 4

North CaroliBa

(Mo

PeonsjlTania

Sooth Carolina

lenneaaeo

Vliytrfg

WiBcooain

Diatriet of Colombia.

total

2
2

2
1
2
2
1
4

I
I

13
G
4
3

18
5

20
2
6

10
1

10
11
15

43 175

Students.

Libraries.

Property, income, &c.

168

a • s

S S

8
28
16
53

133 '

I
23 !

60
360
385
109
646

20
120
103

70
137

38
299

180

2,811

155

144

313

5
5

12i
1

29
24
9
10
27
10
116

8.000

600

-43

1,964

150 AlO.OOO ! $600

104

19,000

500

3,930
13,775

1,409
300

1«0

3,800

520

301

111
140

383
60

200
1

115,000

051,614 ; ll,6r»8

15,000

.; 10,000

601 1,227

53,799 1,639

^» tar

9 a

^£

$415
4,800

:j, 950

900

•J. .'jOO

3,:ioo

20, \)')0

6, 19:.

4, 740

4,262
6,330

5,600
8,300

600 I 1,811

30, 000 I 71, 614 I 12, 868 I 76, 113

a Also one-fourth interest in a fond of $413,092.

TABLK XIII.— SCHOOLS OF MEDICINE.

The following is a comparative statement of the number of schools of medicine^
dentistry, and pharmacy reported to the Office each year from 1^0 to 1877, inclusivi',
with the number of instmctors and students :

1870.

Xmnbcr of infttitutionH ', C3

Number of instmctors ^ 588

Nnmbef of ntadenta ' 6, 943

■

" """

■

" — *•

1871.

1872.

1H73.

1H74.

1875.

1876.

1877.

106

102

106

760

720

1,148

1,121

1,172

1,201

1,278

7,045

5,995

8,681

9,095

9,971

10. 143

11.225

€XXIV REPORT OF THE COMMISSIONER OF EDUCATION.

Tablk XIII. — Summary of statistics of schools of medicine^ of dentistry j and of pharmacy.

States.

L Medical akd

fiURGICAL.

1. Regular.

Alabama

California

Coimecticat

Georgia

o
u

Jzh

niinois

Indiana

Iowa

Kontucky

I/miisiana

liaine ■

Maryland

Mawachosetts —

Michigan

Miasouri

"New HampsUre. .

New York...

Ohio

Oregon

Pennsylvania

^utli Carolina

Tennessee

Texas

T'ermont

Virginia

District of Columbia

Total

2. EeUetU.

Cieorgia

Illinois

New York

Ohio

Total.

3. Homctopathie.

Illinois

Massachusetts . . .

Michigan

Missouri

New York

Ohio

Pennsylvania

Total

2
2
1
3
3
3
2
4
2
2
3
1
2
5
1
7
7
1
3
1
a4
1
1
2
3

1
1
1
1

2
1
1
3
2
2
1

o
O

9
20
13
25
68
32
10
41
23
10
24
34
33
65

142

8
111

8
12

7
18
10
28

878

24
24
6
20
31
26
13

Students.

o o

3 *• C

* i^ 1-1

Si > "^

^ d ^

50
111

50
136
568
104
315
583
183
110
297
231
360
484

1,673

927

33
1,048

60
115

94
147

7,987

105
107
267

479

153

282
176
75
71
200
216
160

1,180

11
16

103

115

101

154

11
657

♦* o

« a

39
72

2
11

103

246

160

128

304

115

114

145

330

279

334

2,351

Libraries.

s
>

C3 *

Property, income, &c.

"3
o ^

500

121

180

50
45
13
105
43
62
53

380

2,500

4,800

3,000

4,000
2,400
4,660
400
3,550
1,700
1.206
1,200

1,500

3,000

500

35,056

1.000

1,000

2,000

200
1,260
2,000

100

160

200

$150,000
75,000

200.000
55,000

105,000

7,500

75,000

10.000

160,000
25,000
90,000

230.000
117,200

25,000

367,500

247,000

2,000

802,000

50,000

50,000
1.000

2,844,200

20.000
50.000
30.000
80.000

180,000

52,500
120.000

5,460

295

3,000

130,000

80,000

50,000

435,500

9
>

•mm

d
n

$30,000

14,000

2,500
84,365

^ Si

O 9

$2,300
500

$10,395

130

1,000
1,200
5,000

364,250

502,315

50,000

2,000
3,000
3,000

5,513

100

350

4,612

13,577

2,500

221

2,187
34,000

7,000
12,000

3,500
14,525

6,975

0.400
38,504

4.381
39,870

48,875
H4O0

2.500
41,000

2.800

3,120

4,000

3.500

302,032

5^000

21.680

26,690

15,500
10,000

3,450
12,585
14,000
13,680

58, 000 2, 721 69, 215

a Of these but one reported.

SCHOOLS OF MEDICINE.

CXXV

Table XIII. — Summanj of statistics of schools of medicine, ^c— Continued.

States.

II. Dentai^

Lotnguouk ......

Maryland

Maaaaidiiuetts

Michigan

Miawarj

XewTork

Ohio

PcansjiTania

Total

nL Phxrmacbu-

T1CAL.

California

miBoia

Iowa

Satuclsy

Maryland

Masaachusetta

Michigan

Missouri

XewYork

Ohio

Prmisylvania

TenDessec

I)iatrictofColambi2(

Total...:

TOTALS.

Medical and surgi-
cal:

Bepilar

Xclectic

Homceopathic

Dental

Pharmaceatical

•

■S

«M

1
1
1

06
4
12
11
13

168

4
5

3
3
3

3
5
3
3

Students.

o 9

if? &

Libraries.

'*A

Propcrt}', incomo, d:c.

35 J9 „

o
(.1

i e

I £
1^

"3 =

3 5*

ii GO

•3 .2
>

275

553

37
61

19
64
58
69
50

230
85

318
12
23

50 1,020

878

153

108

7,987
479

1,180
553

1,020

1
36
29
12

5
14

8
35

150

$750
12,500
17,000
10,000
300
3,500
12,000
15,000

I o

I o *-
! '^ s

140

4
5

28
11
75
28
16

568

134

71,050

1,000

425
300

15
20

1,271 I 91

150

88 .. 2,258 125

6,000

8,000

6,000

500

500
70,000

♦0

$5oa

9.660
8,071
1,40»
2,000
7,175.
2.340
10,050

41.796

2,000

20 2,000

360

5,504

271

98,000

22, 800

4G0

10, 000

79g
1,800

1,500
1,700

2,300 , 9,400
3, 500

1,550

41, 260 3, 925

1,050

10,748

657 2,351

42 I 180

240 I 380

140
369

35,050

160

1,000

200

5,460

295

568

134

5,504

271

Grand total... 100 1,278 ill,225l 969 3,420 47,588

2, 844, 200

180. 000

435,500

71,050

98,000

502, 315
58,000

41,260 3.925

13,577 I 30J,932
L'O, G90,
C'J, 215
41,700
111. 748

2,721

1,000 ,3,028,750

001,575 i 20,223 ! 4C0, DSl

CXXVI REPORT OF THE COMMISSIONER OF EDUCATION.

The Mends of medical education would be surprised to learn the small muntMi of
volumes reported in medic al libraries. Special attention to their organization, increase,
4ind use would not fail to add to the competency and efficiency of the profession.

Too much credit cannot be given to Surgeon-General J. K. Barnes, U. S. A.^ and to
his assistant, Surgeon J. S. Billings, U. S. A., for their efforts to organize, increase,
and catalogue the National Medical Library at Washington, which undoubtedly has
no superior. It is to be deeply regretted that the publication of the catalogue has
been so long delayed. The benefit of its publication to the profession, and thus to
the world, will be incalculable.

Next to the medical library opportunities in Washington are those in Philadelphia.
The library of the College of Physicians, that in 1875 numbered over 19,000 volumes,
is steadily increasing, as is also the library of the Pennsylvania Hospital, which con-
tained at the same time 12,500 volumes.

The medical department of the University of Pennsylvania has the benefit of a
medical library containing more than 3,000 volumes, founded by Prof. Alfred Still6.

Dr. W. H. Mussey, of Cincinnati, has done great service to the profession by con-
tributing to the Public Library of Cincinnati, Ohio, the Mussey medical collection,
amounting to some 5,000 books and pamphlets gathered by his father and himself.

Dr. J. M. Toner, of Washington, offers his litotry of 18,000 books and pamphlets,
on a few apparently reasonable conditions, to the profession in the State of Illinois,
to be kept in Chicago, and with it a fund of which the income would meet the
expenses of an annual lecture (to be entitled the Toner Medical Lecture) on some sub-
ject relating to medicine.

SCHOOLS OF PHABMACT.

The responsibility of a pharmacist has been little understood. Outside of citi4ss and
villages physicians generally prepare their own prescriptions. Formerly, in many in-
stances, the medical student prepared and administered the medicines for the patients
of his preceptor. The pharmacist, in a measure, bears the same responsibility as the
physician. What the exact share of the responsibility exercised by the apothecary is,
is reaching a clear definition in law and in the decisions of the courts. The schools
of pharmacy may be expected to emphasize this responsibility both with the manu
facturer of drugs and medicines and with the dispensing pharmacist. Even the ap-
prentice has been held criminally responsible in the courts. He delivered laudanum
for paregoric, causing the death of an infant child. The judge said: ''If a party is
guilty of negligence, and death results, the party guilty of that negligence is also
guilty of manslaughter. '' Indeed, a universal appreciation of the moral re^>onBibi]ity
•of a dealer in drugs (that they should be exactly what they are represented to be)
would add greatly to the efficiency of our schools of pharmacy.

TABLE XIV. — UNITED STATES MILITARY AND NAVAL ACADEMIES.

In Table XIV of the appendix will be found the statistics of examinations of candi.
<dates for admission to the United States Military and Naval Academies for the year
1877.

TABLE XV.— DEGREES.

The following summary shows what degrees on graduation have been confened in
the several States by the institntions mentioned in the various statistioal tables in the
4ippendix :

COLUSOE DEGREES.

CXXVII

Table XV. — Statiatical summary of all degrees conferred.

c 2

C I c ' o
u s 5

►9 a \g

Graxdtotal ;a8,68563o6| 3,305, lOSJ 846; 6 19824 5 3; 180 150| 3,213; 5 gift

Total in clauical and scientific c5, 365 6349 2,005 108J 825 g| 198 24 5~3 94 148 920

coUeges. I , I '

TotiJ in college* for women : d65ll l' 608'

Total in professional eohools . . . ! 2. 460 6 2

AuiAMA /no

CUiwical and scientific colleges . j /48 , '4

Colleges for women i 44

Professional schools ' 18

AUU.\8A8

Classical and scientific colleges
Collegee for women
Professional acho<^

Caufobxia ] i;f94

Cbssieal and scientific colleges j 1^50

CoDsgee for women

Professional schools ^ 35.

CoinRADO

yiOSODX

ClMsical and scientific colleges
Colleges for women
Professional schools

CoSJrECTfCCT I 314! 10

Classical and scientiflc colleges. [
CoUeges for women . '

Professional schools

Bkuvabx

Classical and sci<mtific colleges
CoUeges for women
Professional schools

Classical and scientific colleges
CoUeges for women
Professional schools

GlORGIA 253 11

CIsssical and scientiflc colleges .1 114! 11

Colleges for women I 113

l*rofc«siuiial st^hooln 26

a Includes 89 dejrrccM not specified.
MDc]ades2 <legrw*8 not Hpecifl©<l.
<: Includes 67 degrees not specified,
d Includes 22 decrees not sjieciflwl.

r Thfn' wnn- uIh^i 530 jfrjnlnat<'H, ii]»on whom in roost

caws (liplnniaM were confpni'*].
/IucUkIch 7 dourt'CH not HiMTifle*!.
r/InclmU's 4 dc;rr«M>s not HiKTJfioil.

CXXVIII REPORT OF THE COMMISSIONER OF EDUCATION.

Table XV. — Slaiistical summary of all degrees conferred — Continued.

•J

a
M

r .

•H

-i

Illikoib

o
o

2 3 §

a § a

o la o lea S fl u a

a704! 29 '185; 111

18..'..

Classical and scientiflo colleges .

Colloges for women

Professional schools

0409, 29|

25....'

27o!....!

160, 11

20!...'

801-. 18

24' 13

9! 13

253l. 143 5

15.

39 . 1 102 5

....!..'. ...L

214'..' 41'..

IlfDIANA

Classical and scientiflc colleges.

Colleges for women

Professional schools

Iowa

Classical and scientific colleges .

Colleges for women

Professionid schools

Kakbas

Classical and scientific colleges.

Colleges for women

Professional schools

KENTUCKr

Classical and scientific colleges .

Colleges for women

Professional schools

al20 14.

39<

1' I

a86| 14

7|....
36i....

45
7

11 1

401

284
117

1241

36.

124

130

15!

13
117

19|

2
ll

LOUISIAXA

2
2

•

90 1

1 1

175

r -,-'}'-

• - 1 - - - 1

42! 1

48... '

7
4

....

1 1 ;

175

.......

' ■ " " ; "

Classical and scieutiliccolkges.

Co!le;;c8 for women

Professional schools

8'
35

3.->'

Haine

144

87 1

29i

3.'i

Classical and scientific colleges.

Colleges for women

Professional schools

13U
14|

73
14

25'. -1

Maryland.

Classical and scientific colleges .

Colleges for women

Professional schools

Massachusetts.

Classical and scientific colleges .

Colleges for women

Professional schools

Michigan.

Classical and scientific colleges.

Colleges for women

Profosaional schools

208! 3

22,

183

788

684
104

13
9

H 162.

I ' I

162

3
22

373 8,

I 1

13 3 1 .. 39

'J i

210: .100

373 8

3 1

114

•96'

100

449

419
30

11
U

84;

^1
4

52! 1

20!

105' . I 122

.1 «i

52 1 26i

135
30

122 2

a Includes 1 degree not specified.

b Includes 27 degrees not 8i)ecifled.

COLLEGE DEGREES.

OXXIX

Table XV. — Statistical summary of all degrees conferred — Continned.

Philosophy.

•

i
i

■

•

1 'c|§ o
Z a o

►9

If nnmioT A

038

1,!

•

....

—

CiMsiAcal and scleDtific ooQegM .
Cfilleffefl for woznen ............

a29

15...
2 --

• • <■

..!..

Profnurional iu*.linnlii

• • • ■

^•^ ^^m-

5
5

—

li..-..!....

ClBMical and scientific colleges.
Colltfff^ for womfin ......

9....
37...

. ., . .1

42 ..

1
-.1..

ProfnwionAl iichoolfi t .

Uboubi

Classical and scientific colleges .
CoUf'ffefi foT wom^n . ......

rf7
,5

-•

1
1

6330

4 1

..,-. 38

176

<nio

20
4

4 1

.. ..L._.

•-

ell
209

• •

6....

*■■•■*

PrDfipfiftimiAl acIiooIa ......

' VA

-::

171 2

Xkbbaaka

Classical and scientific colleges.
CoIlMfMi far women . .

• ■ • •

Kit AD A. .-1

,, ,

—

Classical and scientific colleges
CoIlf>irfM for women .......

..1..

Pitifff^aianfll sclioola .......

9
9

• • • •

■ • 1 - -

1
1

S Hf Hampbhibb ... .. ...a.....

Shi

Classical and scientific colleges

39
/18

■

10
in

....

1|!T

—I

L.J .

2
2

KbwJkssxt

231

195

1
1

% —

......

Classical and scientific colleges

227

191
4

36' 1

4 ..

"T"

PmfMMrfnnA] fu^lwiolji

. . ._

... 1 ...

KiW YOBX

......

"^-^ '-\

17
16

1,236

821

136

19 7l 3 1

626..

131
131

» •"'v

^^^

Classical and scientific colleges

929 41

821

136

319

307 1

1
12
12

307

23
23

t SOKTH CABOLHf A

..L.i-J

** 1

1 1

Classical and scientific colleges .

Ifi

12 1

-■

• • • •

!ProfofliiioiiA] mtIiooIa

— ;

:::=

« Inelndes 9 degrees not specified.
b Includes 16 degrees not specified.
e Inchides 2 degrees not specified.

d Indodes 15 degrees not specified,
s Includes 1 degree not specified.
/ Includes 10 degrees not specified.

CXXX BEPOBT OF THE COMMISSIONER OF EDUCATION.

Table XV. — Statistical summary of all degrees conferred — Continned.

•

3
H

•

o
§

•

o
a
o

i
g

•

o
§

•

i i

26 5

Ohio

755

2312

427

Classical and scientiflo colleges .
C^ollf^ffpit for Tiromi^ii - ._......

283

453

213
19

48 1

ProfftAfiloiifll achoolfl ...........

427 1 26

~~-

Orrgon

Clasaioal and scientific colleges.
Collecfes for women ............

'Profefutional stthoola . .^-.r^--,r--

35
33

....

Pkmhstlvakia

951

297

9
9

536 2

Classical and scientific colleges.
CoUecfes for women ............

512
14

281

• -

125 . .

i..

ProfniMional Achools - r

425 2

... — J..
411 2

—

HuoDK Island

Classical and scientific coUeges.
Colleffea for women

*•

• . - -

South Carolina

▼-

2
2

19.-!...

I I 1

Classical and scientific colleges
Colleses for women

39 ^

38 -

• • • •

t
^ 1

20
19

Professional schools

lo'..

~i5

8
8

Tennessee

312

192

54 .-

%rm^ • - 1

Classical and scientific colleges
Colleges for women

179

131

61
131

-•

' 1

—

. . ..

Texas

■ i

Classical and scientific colleges
Colleses for women

32
23

20
23

\..

Professional schools

9
9

' '

Vebmont

o74

3 1

— ■ r —

2
2

■ 1

Classical and scientific colleges.
Colleges for women

a71
3

29
3

• •

Professional schools

1--

_
1

y IBOINIA

&1G2

~|~

26.. 27

,W|..

...... ...

1 t

Classical and scientific colleges.
Colleges for women

126

&23

28
11

13 --

?I7

Professional schools

* ■ *

Wkbt ViEonfiA

Classical and scientific colleges
CoUetres for women

....

Professional schools

... ,--..

i"< (•"

a Includes 3 degiees not specified.

h Includes 11 degrees not specified.

PUBLIC LIBRARIES.

CXXXI

Table XV. — Statistical summary of all decrees conferred — Continned.

'WncassDS

ClMflical and scientific colleges .

Colleges for women

Professional schools

BBmcT OF Columbia

Classical and scientifio colleges .

Colleges for women

Professional schools

314
12

133 8

71.

59
12

8 |§| 8

45
45

Ij 11.
11.

5 !^

6 'a

n c, „ . »

M J— < M »*4

10 1

15: 3

15 3

TABLE XVI. — PUBLIC LIBRARIES.

Special improvement has been noted during the year in the use of two classes of
educational libraries: (1) those in conuecUou with colleges and universities, and (2)
those connected with public schools, the improvement in both instances largely depend-
ing upon the methods and efficiency of the librarian. Public libraries have in many
instances been characterized by marked increase of usefuhicsK from the same cause.
Mr. Justin Winsor's efforts in connection with Harvard University Library have been
con.spicuous in their favorable effects upon college library management generally.

1. The improvement in this department of library work is well illustrated bj- the fol-
lowing summary of the circulation in the library of Colby University, Wat^rville, Me.

Circulation of hooks in the library of Colby University,

Academic year.

l«SL-09

wa-70

1870-71
l«71-72

U7+-75
1875-76

iwe-77

-g

g 3

C •

Remarks.

342

0.7

442

8.1

630

641

10.4

701

14.0

867

1,258

15.3

2,021

22.2

2,044

Library up two flights* ; ox>cn twice a week ; S. K. S.,

libmrian.
Libn-.ry moved io new hniWinj; : MndcntH not allowed

beyond an iion bar, 20 feet from the door.

First assistant librarian himself took ont 87 volumes i
second assistant librarian himself took out 70 volumes.

Edward W. Hall, librarian ; no assistant.

Library open from to 0.30 daily ; iron bar removed,
and tables instead.

Open 9 to 0.30 : also, TVednesday and Saturday p. m. ;
students freely admitted to alcevcs.

Assistant required, to charge books.

The gratifying increase in the usefulness of the library thus shown was not at all
due to any improper influence or any shortening of the time of loans which would

CXXXII BEPOBT OF THE COMMISSIONER OF EDUCATION.

increase the number. It arose from the labors of the present efficient librarian (Prof. E.
W. Hall) in cataloguing, indexing, and making accessible the contents of the library ;
from his effort to procure, by gift or purchase, desirable books actually in demand ;
fi'om appointing the library hour at the close of chapel service, when the students
would all be assembled near by within the building, and from throwing open the
alcoves to the free inspection of the students.

It is affirmed that there has been no trouble arising from admitting students to the
shelves. Not a volume has been missed, and there is very little misplacing of books.
The saving in assistants and delay in procuring books would far more than equal
a loss of fifty dollars' worth of books a year.

2. The better use of books in connection with elementary and secondary schools has
been aided by the efforts of intelligent teachers, who have made it their aim to ac-
quaint ^themselves with the taste for reading among their pupils, and to guide it
aright by suggesting authors and topics. The influence of the Library Journal and
of the conferences of librarians has contributed greatly to the increased efficiency of
libraries as a means of education.

LIBBABT OF COKORB88.

The following is taken from the report of the librarian, Mr. A. R. Spofford, for the
year 1877 :

Extent of the collection. — Rapid progress in the growth of the library and all its
interests, except the provision of adequate space for its fast accumulating treasures,
has characterized the year just closed. The number, of readers has been fai" greater
than ever before, the majority of whom are serious students in quest of authorities and
information, and it is at times impossible to furnish adequate accommodationft, within
the narrow space at command, both for the readers and for the members of Congress
themselves.

The enumeration of books January 1, 1878, exhibits fm. aggregate of 331,118 volumes
and about 110,000 pamphlets. Of the books, no less than 3i»,79t) belong to the law de-
partment of the library. At the date of the last annual report, the library contained
311,097 volumes. The increase during the last year was thus 20,021 volumes, derived
from the following specific sources, namely :

Punph-
let«.

By purchase

By copjTight

By deposit of the Smithsonian Institution
By donation (including State documents) .
By exchange

Total

To this should be added maps and charts, to the number of 2,622, acquired during
the year 1877.

Copyrights. — There were entered, during the calendar year 1877, 15,758 publications,
as against 14,882 for the year preceding, 1876.* This is an increase over the preceding
year of 876 publications. The aggregate of copjTight fees paid into the Treasury

I The following data from the Leipziger Catalog exhibit a classification according to subject of the
books published in Grermany during 1877: Independent works, 14,000, in over 20,000 volumes; number
of different authors, excluding anonymous writers, 10,000 ; encyclopvedias, bibliography, and science
of literature, 372; theology, 1,253; law, politics, and statistics, 1,329; medicine, 755; natural science,
chemistry, and pharmacy, 740; philosophy, 163; school books and pedagogy, 1,629; books for the young,
485; classics, Oriental languages, and antiquities, 520 ; modem languages, 445 ; history, 730; geography
311 : mathematics and astronomy, 166 ; military works, 347 ; commerce and industry, 525; architecture,
mining, engineering, and navigation, 378 ; shooting, hunting, fishing, and forestry, 103; agriculture and
horticulture, 392; belles-lettres, 1,126; popular works, 540; masonry, 17; miscellaneous, 507 ; maps, 336.
To each thousand inhabitants there are 103 subscribers for political newspapers in all Grermany. The
figure is much larger in the south, where it varies firom 125 to 150, than in the north, where it does not
reach 100. Alsace-Lorraine is the least reading province in Germany, counting only 35 subsoriben to
ever}' 1,000 inhabitants.

PUBLIC LIBRABIES. CXXXIII

aznonnt^d to f 13,076. The deposits of pnblications protected "by copyright, under the
law requiring that two copies of each book or other publication entered be transmitted io
the Librarian of Congress, show the following result for the year under the yarious
designations of iarticles which are lawful subjects of copyright :

Books 8,952

Periodicals 7,03«

Mqaical compositions 5,710

Dfanutlc compositions 1C3

Photographs 1, C88

Engn^vings and chromos 1, 8>i8

Mcps, charts, and drawings 2, 206

Prints 154

DtMgOB 81

Total. 27.958

As two copies of each publication are deposited, the net additions to the collections
of copyright material in tlie library foot up l'.{,979 articles, of which 4,476 are 8t^j)arate
b«x»ks, besides a still greater numoer of ]>eriodicals.

Xeic catalogue. — The printing of the new general catalogue of the library, so long
ready for the press, is now proceeding. This catalogue will embrace the titles of aU
the works in the library up to 1877, including both books and pamphletH. The ar-
rangement will be that most generally approved, by authors' names in a single al])ha-
bet. Embodying as it will the titles of a larger collection of English and American
literature, to say nothing of other languages, than has ever been embraced in the
printed catalogue of any existing libiary in a single alphabet, it is hoped that it may
be found a work of reference of the highest utility to all.

Index to the documenUif debates^ and laics of CongrenH, — This work, embracing as it
does the contents of over l,r>00 volumes, is one of such magnitude as to i-equire the
most careful application both of industry and of time to the work involved. There
have already been indexed the Annals of Congress, 42 volumes; the Register of De-
bates, 29 volumes; nearly the whole of the Congressional Globe and the Congressional
Eecord, 1:^5 volumes; with 18 volumes of the Statutes at Large, up to the last Con-
gress. There still remain to be indexed a great proportion of the executive and
crtiher documents of Congress. Meanwhile there has been oHered to the Committee on
the Library, on certain conditions as to printing, the index of documents alone, pre-
pared in manuscript by the officers of the BoHton Public Library and assumed to be
approximately complete. With a view to avoid delay, the librarian reeonnnends
that the Library Committee consider the expediency of accepting these alreaily pre-
pared materials for an index, with such revision and additions as may be found im-
portant, the whole to be printed in one alphabet, with the index to the debutes of
Congress and the laws. Under each topic of legislation there can then be traced its
history, with complete references to its discussion in both houses of Congress, to all
reports or dociuneuts bearing thereon, and to the laws affecting the subject, in chron-
ological order.

Documents relating to French dUcoveries and earpZoroHow*.— Dnring the year, the second
volume of the pnblication of original historical documents exhibitiug the French dis-
eoveries ami explorations in the norlhwesteni regions of the United States and on the
Misfiisiiippi has been received from Paris, and the third volume approaches com])lef ion.
The recommendation is renewed that as the cost to the Government of. each set of this
work in six volumes is about twenty dollars and as the edition is small (being only
500 copies), the librarian be authorized to exchange copies of the work with his-
torical societies and other libraries for books, periodicals, and pamphlets, deemed of
equal value, to enrich the collections of Congress. The great interest and value of
the letters and papers embodied in this collection, as throwing light upon the aborig-
inal trilKMs and pioneer settlements in what are now creat and poi)ulous Common-
wealths, fully vindicate the wisddta of Congress in making the moderate ap])ropria-
tion necessary for this publication.

Re9olt€9, ordinances, and acts of the Continental Congress and the Congress of the Confed-
eration,, — The librarian was charged by act of March 3, lo77, with the e*liting and
preparation for the press of the resolves, ordinances, and acts of the Continental
CongTf^as and the Congress of the Confederation, **to be taken from the journals."
Aft<T a thorough examination of the printed journals, in thirteen volumes, and a
careful companson of them with the original manuscript joiu'nals of the Congress,
preserved in thirty-nine volumes in the Department of State, the librarian Ibiind that
soch large and important omissions ha<l been made in printing these inestimable
records of our early political history as to justify lum in suspending any attempt at a
selection or a fragmentary publication from the journals until Congress should l>e con-
salted as to the expediency of printing the originals in full.

County and town histories. — Under tiie joint resolution of March 13, 1876, and the
proclamation of May 25, of the same year, recommending that the several counties
and towns in the United States cause to be prepared a historical sketch of eacii coxmt^

CXXXIV REPORT OF THE COMMISSIONER OF EDUCATION.

or town from its foandation to the year 1876, and that a copy in print or mannscript
be filed in the Library of Congress, there have been received up to date two hnndred
and twenty-live historical memorials, which are carefully laid aside and catalogued for
binding and preservation. While it may be regretted that the suggestion of Congress
has not been to a larger extent complied with, no such contribution to our historical
literature can be wholly without benefit.

Xew building for the library . — The librarian renews, for the sixth time, his earnest
appeal to the judgment and patriotism of Congress, that this body will no longer
permit the great collection of literature and art confided to iis care to suffer injury
and loss in its present narrow and inconvenient quart'Crs. The space which five
years ago Avas too small for- the library is now, through the accumulation of nearly
one hundred thousand additional volumes, utterly in^equate not only to store the
books, pamphlets, maps, charts, engravings, and other works of art, but it is at times
uncomfortably crowded by those persons laudably seeking to make the best use of its
rich and overflowing stores. A new library building has become a positive and im-
mediate necessity to funiish room for the readers, to say nothing wnatever of room
for the books, nearly seventy thousand volumes of which are now piled upon the floors
in all directions. *

XJBRABT OF TBR OFFICE.

The increase of the library in books and pamphlets relating to education is highly
gratifying. The removal, however, to other quarters has been very damaging to it
as well as to other ofiice material. The value of the library and the demands upon it
in the ofiice work have become so great that I have withdrawn fix)m other important
work one of the clerks best informed in library matters, to arrange, classify, and
catalogue the material already collected, in order that it may be more available for
use in the investigations of the Office or of visitors.

Closely connected with the library are the collections of educational appliances.
Often the sight of the plan of a building, or .of an article of educational apparatus, will
furnish a basis of judgment more correct than could be obtained from any description
in words. The collection of these plans and appliances from foreign countries in the
possession of the Office is already valuable. Indeed, a visitor jnay now obtain fit)m
the library and museum together information the acquisition of which might other-
wise involve extensive travel.

Table XVI. — Summary of Btatistics of addilionaJ public lU^roiiea for 1877.

States.

Califomia

Connecticut

Illinois

Iowa

Kan Has

Maine

Maryland

Massachusetts . .

Michigan

Kew Hampshire

H'ew Jersey

Now York

Ohio

Pennsylvania . . . ,

2
4
4
2
3
1
11
2
1
4
1
2
4

734

929

6,959

7,067

2,952

649

2,800

11,844

2,841

12,603

5,963

6338

6,566

2,565

2,086

390

2,884
3

232

.347
3,168

a
%

« IS

1,650

2,800
16,006

5,342
17.419

2,225

05,750
9,772

12,401

11,389

a
«

$64,000
500

7,000

1,000
32,200
30,000

6,300

$384

430

5,089

2,002

680

315

43,314

708

4,109

2,115

400

4,400

Yearly expend-
itures.

•Si

$18
80
649
865
300
114
165
8,590
252

3,010

100
2,149

s s

$362

212

1,583

1,081

150

20,307

266

19.900

800

275

2,022

a Only 4 reporting tills item.

50nly 1 reporting this item.

PUBLIC LIBRARIES.

CXXXV

Table. XVI. — Summary of siaiistlcs of additional public Ubrariee for 1877 — Coutiuued.

StAtes.

Bhode Island
Tenneraee ...
Vermont.....
"WiacoDJUXi...

Total ..

o
6

Volumes r.dded during last
libmry year.

1
1
3
1

I2,ir2

1,678
2,020
2,563

1,865

1,678

557

635

81,677

16,102

li
It

•^ s

*- .

9 'O

■»»

o
S
<

31,768 !$92,750
410

5,23*J
19,440

141,604

4.000

237,750

o
H

Yearly expend-
ditures.

II
II

$210
8,870
1,726

60,410

$172

1,463

875

13,802

rs oe

5 2

$2,405

1,009

579

50,951

In order to make the statistical information in regard to pnblic libraries as complete
as possible for those who receive this report and did not receive the report for 1876, the
following tAble is here reprinted :

CXXXVI EEPORT OF THE COMMISSIONER OP EDUCATION.

Statistics of <iddiii<mal public libraries nutnbering each 300 volumes or upwards

[Betuma from the libraries named in this table were received

17
18
10
20

23
24

25
26
27
28
20
30
31
82

l^ame.

American Association for the Ad-
vancement of Science.
American Medical Association

American Social Science AaMociation

Los Angeles Public Library

Wauregan Village Library Associat'n

Library Association

Atlanta City Library

Cambridge Public Library

Young Men's Christian Ass'n Lib . .

Frankfort Public Library

Masonic Lib. Grand Lodge of Iowa
Blue Rapids Ladies' Library Ass'n

Ellis Library Association

Kansas State Historical Society

State Board of Agriculture

Deering Public Library

Location.

Rice Public Library

Portland Society of Natural History
Catonsvillo Lib'y and Lit'y Ass'n . . .
American Institute of Instruction . .

Library of the American Statistical

Association.
Franklin Typographical Society's

Library.

State Agricultural Libntry

Turner Library

Hadley Young Men's Library Ass'n
North Amherst Library Association

North Chelmsford Library

First Parish Library

Turner Free Library

Revere Social Library

Rowley Book Club

South Adams Library Association . .

Los Angeles, Cal

Wanregan, Conn

West Killingly, Conn

Atlanta, lU

Cambridge, HI

Peru, 111

Frankfort, Ind ,

Iowa City, Iowa

Blue Rapids, Kans

Ellis, Kans

Topeka,KanB

Topeka, Kans

Deering (p. o., Woodford's),
Me.

Kittery, Me

Portland, Me

Catonaville, Md

Boston, Mass. (16 Hawley

St.).

Boston, Mass. (1 Somerset

St.).

Boston, Mass

Librarian or Beoretary.

Frederick W. Putnam, secre-
tary (office, Salem. Mass.).

William Lee, M. d. (address,
2111 Pennsylvuiia ave.,
Washington, D. C).

F. B. Suibom, correspcmding
secretary (Ckmoord, Mass.).

Boston, Mass

Boston, Mass. (29 Middle-
sex St.).

Hadley, Mass

North Amherst, Mass

North Chelmsford, Mass . . .

Petersham, Mass

Randolph, Mass

Revere, Mass

Rowley, Mass

Henry Johnson

Mary Dexter

Greorge L. Shoals

Miss Addle Dean

Henry Phillips

R G.Boone

T.S.Parvin

Misses Hall and Dawes

George C. Miller

F. G. Adams, secretary.
Alfred Gray (ex officio)
George C. Codman

Miss A. A. P. Goodsoe

John M. Gould, cor. secretary .

D.P.Bamette

Thomas W.BickneU

R W.Wood.

C. L. Flint. .
Leo Huegle

F. Bonney

F. P. Ainsworth

Fred. T. Gay

Dea. J. M. Holman

Charles C. FamhMti

David W. Stowers

Frances S. Todd

C.F.Sayles

PartL J)e.

South Adams, Mass

> Public Libraries in the United States: Their History, Condition, and Management,
partment of the Interior, Bureau of Education. Washington, 18T6.
a Volumes and pamphlets. h Total increase in last year in volumes and pamphlets.

PUBLIC LIBRARIES.

CXXXVII

fur 1876 ; fnrai replies to inquiries by the United States Bureau of Education.
after the pablication of the Special Report on Public Librarieiu]*

1848

180

18^

1872
1861
1854
1874
1878
1875
1877
1844
1874
1874
1875
1870
1870

Subscription

1874 Free

1843 1

1877 Subscription
1840 Free

1839

1853
1849

1856
18»
1872

187«
1824
1867
18C3

Free

Free
Free

Scientific.
Medical..

Scientific.

Subscription . . Social
Subscription . . Social
Subscription ..! Social

Free

Subscription ..

Free

Subscription . .
Subscription . .
Free

Subscription . .

Free

Subscription . .

Free

Subscription . .
Subscription . .
Subscription . .

Public

PubUc

"Y. Ikf. C. A..

Public

Social

Historical . .
Scientific. . .
PubUc

Public ...
Scientific.
Social....
Scientific.

Scientific.

Social

Scientific.
Social....

Social.

PubUc

Social.

Public

Social.

e Also 2,000 pamphlets,
d Estimated.

al,500
al, 514

c312

•

1,600
927

1,400
375
300
464
300

1,500

1,279
400
500
400
946

1,027

/800

543

850

2,053

2,000

2,600
900

1,164
595

1,288
300

4,650
327
500
970

6500

150

100
215
100
(11,000
125
73

450

100

100
50

100

350
2,250

418

1,920
228

1,500

1,026

2,099

450

2,000

2,800

2,298

750

(124,000

1,500

Fund and in-
come.

Yearly expend-
itures.

30,000

2,500

5,000

150

200

127

350

220

120

01,500

150

1,200

1,000

115

100

1,800

H
^1

100

200

120

1,000

110

700

({900

115

60
100

100

125

50
67

estate appropriation.
/AJm, 4,200 pamplilets.

4
5
'6
7
8

13 I 9
10

200 11
12
I 13
500 14

15
12 16

400 17

I 18

375 19
20

25
64

1,200

23
24

25
26
27
28
29
30
31
33

CXXXVin REPOBT OF THE COMMISSIONER OF EDUCATION.

Statistics of additional public libraries numbering eodi

83
84

30
37
36
39
40
41
42

45
46
47

50
51
52

53
54

58
59
60
61
C2
63
64
65

66
67

Xame.

Mutual Library Association

Webster Library Association

Wenham Library Association

Williamsbui'gh Library Association

Location.

South Weymouth, Mass . . .

Wobstor, Mass

Wenham, Mass

Librarian or secretary.

Alfred H. Wright.
Edwin W. Brown .
J. Choate, jr

Wniianisbiirgh, Mass Willinm A. ILitrks.

Williamstown -Public Library "Williamstown, Mass.

Ann Arbor City Library

Bast Sar^naw Public Librarj*

Pent Water Township Library...

Ladies* Library

Borneo Fire Department Library.

43«< Public School Library

44 I Floral Club Library

Ironton Library Association

Anyi Arbor, Mich . . .
East Sa^naw, Mich.
Pent Water, Mich. . .

Quincy, Mich

Borneo, Mich

Saginaw City, Mich.

Austin, Minn

Ironton, Mo

Maryville Library and Lecture Ass'u Marj-ville, Mo

Hampton Library Association

Wolfborough Public Library Asso-
ciation.

Hackcnsack Library and Beading
Boom.

Seymour Library Association

Hampton Librarj*

Cathedral Library of the Diocese of
Long Island, b

Fredonia Librarj' Association

American Museum of Natural His-
tory.

American Society of Civil Engineers .

Free Library and Beading Boom of
the Brick Church ChapeL

Library of the Now York Produce
Exchange.

Starr Institute

The Bameveld Library

Pioneer Libnuy

Cleveland Library Association

Kirtland Societj^^ of Natural Sciences

Cincinnati Observatory

South Amherst Library Association.

Library of the Society of Natural
Sciences.

Library of the Moravian Archives..

Darby Library Company

Hampton, N. H

Wolfborough, N. H .

Hackensack, N. J ,

Auburn, N. Y

Bridgchampton, N. Y
BrookljTi, N. Y

Fredonia, N. Y

New York, N. Y. (Central
Park).

New York, N. Y. (104 E.
20th St.).

New York, N. Y. (228 W.
35th St.).

New York, N. Y.( White-
hall st).

Bhlnebeck, N. Y

Trenton, N.Y

Lenoir, N. C

Cleveland, Ohio

Mount Lookout, Ohio

South Amherat, Ohio

Toledo, Ohio

Charles H. Foote.
Mre. S. A. Crane. .

W.L. Smith

John Bipley

R A. Barnes

M. P.Owen

C. A. Glower

Mrs. Dr. Wheat . .
J. W. Wilkinson .
Fred. D. Snyder . .
S. Albert Shaw...
Wra-C. Fox

Mrs. A. Friend

B. B. Snow, secretary.

John F. Youngs

Bev. C. Ellis Stevens .

Miss Fanny Dewitt

Prof A. S. Bickmore, saperln-
tendent

G. Leverich.

E. Jasper

SamnelDmry

Miss S.Bichardson

G. W.F.Harper

A. P. Massey

S. G. Williams, cor. secretary. .
Prof. Ormond Stone, director . .

Mrs. H. L. Shepard

E. H. Fitch, acting librarian . . .

Bev. Edmund de Schweinitz.
Mary Taylor

Bethlehem, Pa

Darby.Pa

aBeorganizcd. 6 To bo removed to Garden City when the Cathe<1ral of the Incarnation is completed.
e For first five months. d Conchological section. e Also 3,300 unbound volumes.

PUBLIC LIBRARIES.

CXXXIX

300 tolumea or upwards for 1S76, ^o. — Conclnded.

z
a

1S63 Sabacription . .
ISCT Subscription . .
18S8 : SabAcription . .

1876 Subscription . .

1S74 ' Free

1860 I-^ee

1875 Free

1863 Free

1874 Sabecription . .

1877 [Free

1867 jFree

18f» Subscription..

alS7C Subscription . .

1876 ' Subscription ..
1865 1 Subscription . .
1867 Subscription . .

1870 Subscription . .

Social.

Social .

Social.

Public

PubUc

Public

PubUc

Social.

Social .

School

Social.

1876 Subscription . . | Social
1876 Subscription . . Social

1876 Free

1876 Subscription
Free

1832

IMS

Social

Social ....
Scientific.

Subscription . . i Scientific.

Free Social

1872 Free

1862
1875
1875

Subscription . .
Subscription . .
Subscription . .
Subecription . .

Free

1866 Subscription
W70 Free

1742

1743 ; Sabacription

Miscellaneous

Social....
Social....
Social . . . .
Social . . . .
Scientific.
Scientific.
Social . . . .
Scientific.

Historical
Social

1,079

1,148
520
853

1,100
623

4.176
448
300
400

3,000
640
393
500
750
600

1,360

3,510
1,000

700
dl.OOO

02,200

2,950

1.350

8,233
1,280

455
12,000

437
1,500

350

300

/1, 500
4,000

I
I

Fund and in-
come.

50 '

150

200

100

200
02

80
5

100

275

250

70
225
400

50
150

150

3,000

4,025

400

3,500
3,000
22.r-00
3,200
1,100

20,000
800

3,215

1,227

100

8,000

7,300

6,955

4,928

1,000

1,954

20,000

Yearly expend-
itures.

$90

275

210

700

150

♦77
23

150

200

150

200
150
108

30,000

10,000

9,000

326,000

7,000

70
10

600

0861

100

120

329

5,000

650

200
100
108
700
40
10

100

0174

800

329

1,000

200

$75 33

105 34

2 35

' 36

60 ' 37

500 ' 39

52
35

100

60
80

600

0186

400

1,600

460

«43

50 44

45
46

47
48

50
51
52

53
54

58
50
60
61
62
63
64
65

06
67

/Volumes and pamphlets ; the library also contains about 1,000 manuscripts.

CXL

REPOBT OP THE COMMISSIONER OF EDUCATION.

Stati8tic8 of eidditional public Ubrariea numbering

Name.

Location.

Librarian or secretary.

68
60

St Timothy's Workingmen's Club
and Institute.

Young Men's Library

Titus ville Library Association

The Hosers Free Librarv b ....... ...

Philadelphia, Pa. (Roxbor-

ough).
Sewicklev. Pa

I. Yanghan Merrick

Miss Sadie Ague

W iUiam J. Carpenter ....
Rev. Jaa. P. Lane. sec-, tmi

Titusville, Pa

Bristol RI

Crompton Free Library

Library of the Juvenile Society

AiiDiifitA T^Air T.ilvTJLnr

Centreville. RI

Miss Clara Bartlett

Peacham, Vt

John 0. Cowles

Staunton, Va

Meade F. Whit©

76 1 V- "M- n. A. rirrnlAtlTKr T.ihrftrv

Stp.unt/111, Va --

William stiff

Stevens Point Library Association. .

Stevens Point, Wis

Julia £. Curran

aSatimated.

PUBUC LIBRARIES.

CZU

300 tolumen or upwards for 1876, ^c. — Continned.

•0

•c

1B73 Sabscription

1873
1877
1877
1876
1810
1852
1876
1868

Sabflcriptloii
Subscription .

Free

Sabscription . .
Sabscription . .
Sabscription . .
Subscription*. .

Social

Pnblicf

PubUo

Social

Law

Social

900

1,000
1,000

2,075

1.200

1.440

844

800

200

802

146

100

900

1.506

10,750
4,900

2,200
2,400

Fund and in-
come.

3,000

1.000

$450

700
al,500
600
400
60
220

225

Yeariy expend-
itures.

■^9

$150

320
1,000

60
220

100

$380
850

275

350
75

60
70
71
72
73
74
75
76

MSTot yet open; building not completed, r

CXLII REPORT OP THE COMMISSIONER OF EDUCATION.

Adding the totals of the two preceding summaries to the statistics of the Special
Report on Public Libraries, published by this Bureau in 1876 (see also the Report of
the Commissioner of Education for 1875, p. cvii), we have the following aggregates for
the 3,771 public libraries now reported :

Total number of volumes 12,458,050

Total yearly additions ( 1,592 libraries reporting) 457, 824

Total yearly use of books (811 libraries reporting) 9,206,782

Total amount of permanent fund (1,746 libraries rei)orting) |6, 761 , 497

Total amount of yearly income (919 libraries reporting) 1, 399, 113

Total yearly expenditures for books, periodicals, and binding (843 libraries 586, 279

reporting).

Total yearly exx>enditures for salaries and incidental expenses (711 libra- 742, 275

ries reporting).

It should be noted, however, that the figures for these items are but approximately
true for the libraries of the country, inasmuch as they do not include the very consid-
erable increase of the 3,647 libraries embraced in the Special Rejwrt on Public Libra-
ries or the increase of the 76 libraries embraced in the Commissioner's Report for 1876,
fix)m the dates thereof to the present time.

BABLT AMBRICAU UBBABDCS.

The Special Report on Public Libraries, cht^pter I, contains historical sketches of
most of the important libraries formed in the colonial period. Skefches of a few ad-
ditional libraries established before the Revolution were given in my last annual report.
To these should be added the following brief notices of early subscription or social
libraries at Concord, Mass., and Brookfield, Mass. ,

Concord. — "There is a pretty library belonging to a company, the books of which
were raised by subscription." — (A topographical description of the town of Concord,
Mass., in 1792. In the Massachusetts Historical Society^s Collections, first series, vol. 1.)

Brool-fieM, — " Several gentlemen of learning, taste, and benevolence among us are
endeavoring to promote and encourage improvements, and a social library is begin-
ning to exist in the first precinct." — *(A description of the town of Brookfield • * •
in addition to the account which is given in the Historical Discourse (A. D. 1775) rela-
tive to the Settlement of Brookfield of the Rev. Dr. Fiske. In the Massachusetts His-
torical Society's Collections, first series, vol. 1.)

TABLE XVU. — SCHOOLS FOR THE DEAF AND DUMB.

American philanthropists and educators may fitly congratulate themselves that our
nation was the first to provide deaf-mutes with collegiate or superior instruction.

The National Deaf-Mute College at Washington is doing excellent work in all it«
departments. It has already furnished well trained deaf-mutes to several of the State
institutions in which elementary and secondary instruction is imps^rted. This coor-
dination in the responsibility of deaf-mute instruction is having a most beneficial
effect upon the several institutions engaged in the work.

SCHOOLS FOB THE DEAF AND DUMB.

CXLIII

Table XVII. — Summary ofstaUsiics of instiiuiUms far the det^and dumb.

Alabama

Arkanflas

CaUfomia

Colorado .'

Connecticat

Georgia...

lUinoia

Imliaiia

Iowa

ynTifliiii ..............

Kentacky

Looifliana

Maryland

Haaeachiifletts

Mkbi^an

Hlniiesota

Mississippi

Missoori

Nebraska

Xe-»rTork

li^oTth Carolina

Ohio

Oreg<m

PenoBjlTania

South Carolina

Tennessee

Texas '.

Virginia

Vert Virginia

Wisconsin

District of Columbia.

3
1

Total

Instmctors.

6
8
5
2

21
4

1«
8
G
5
3

bl3

11
4

72
bU

25
3

24
3
5
4

68
5

10
9

43 I 340

a
1

«M

Number under instruc-
tion during tbc year.

2
1
2
4
1
2

7
1
6
1
3

1
bl
1
3
8

o
H

291

459

863

156

111

40
120
147
280
103

50
230

1,104

113

533

28
471
647
100

56
107

66
182
107

5,743

80
88
49
12

177
45

258

223
82
54
55
24
75
75

153
68
25

127
30

601
55

299
15

270

52
87
68
39
113
94

3,243

«5

20
25
30
14

114
40

201

140
74
61
56
16
45
72

133
35
25

103
25

503
58

234
13

201

48
19
89
27
69
13

2,453

|l
'I
II
i|

170

130

102

2,178
277

1,260

1.158
436
178
636
218
213
2C7
663
187
eS5
598
78

3,431

1,680

1,864

148
473
126
483
350

17,522

00
3

19
5

11
4
8
1

72
6

1
6

254

alhree of these are mutes.

b Including those in the departments for the blind,
e Since reorganization in 187L

CXLIV REPORT OF THE COMMISSIONER OP EDUCATION.

Table XVII. — Summary of statiBtice of inatitutionB for the deaf and dumb — Continued.

SUtes.

Alabama

Arkansas

California

Colorado

Connecticut

Georgia

niinoia

Indiana

Iowa

Kansas

Kentucky

Louisiana

Maryland

Massachusetts

Michigan

Minnesota

Mississippi

Missouri

Nebraska

New York

North Carolina

Ohio

Oregon

Pennsylvania

South Carolina

Tennessee

Texas

Virginia

West Virginia

Wisconsin

District of Columbia.

Total

Libraries.

500

2,200
800

8,000

8,050
600
150
600
300

2,000
635
al,200
700
100
600
436

4,107
200

2,500

5,015

300
ol,700

350
1,000
3,000

85,003

100

500

15
100

126

321

100

150

1,581

Property, income, &c.

a$50, 000

35,000
a200,000

15,000
250,000

85,000
416,432
650,000
121. 500

35,000
150,000
225,000
270,000
135,000
0400,000
110,000

40,000
105,000

40,000
620.615
alOO.OOO
800,000

600,000
050,000
125,000

40,000

0175, 000

065,000

100,000

600,000

6, 458, 547

a$18,000

64,000

036,000

<n,ooo

12,000

e99,500
65,884

/48,350
22,000
20,972
15,000
38,000
13, 125

043,500
21,8Q0
11,000
40,500
12,980
^139, 627

o42,500
84,299
6,000
49, 817
06,000
24,000
14,720

040,000

028,000
31,500

%117, 525

1, 113, 599

f §

900

41,287

605

3,153

M27,C32

79, 817

1,911

255,305

a m

o$13,500
10,000

e34,420
7.000
54,460
14.607
89,816
65,884

/55,000
22,000
20,869
8,000
37,834
25,239

043,260

21,000

11.000

32,711

9,000

250,267

042,500
85.499

94,073

22,297
13,143
036,179
25,084
31,500
53,292

1,229,434

o Including departments for the blind.

6 For salaries and contingent exx)enses ; $150 are allowed for each pupil in attendance.

c Current expenditure for both departments; excludes expenditure for building.

dFrom State tax.

e Includes $20,500 for specif purposes.

/Includes $20,000 for building.

g Also $7, 383 fh>m counties.

A Partially from other sources.

iCon^cressionAl appropriation, of which $69,525 were for building.

SCHOOLS FOR THE DEAF AND DUBIB. CXLV

The deaf-mnte instraotor ib necesaarily a ''specialist." To bring an nnfortonate
popil, hitherto isolated and expressionless, into intelligent commnnication with the
world is the obligation that rests npon him. Naturally, ''What language shall be
employed r' becomes the question of questions in his work. That accumulation of
recorded experiments which furnishes the ordinary teacher a practical test of every
theory upon any matter of his profession is of little advantage in deaf-mute instruction,
which belongs virtually to the present day. Fortunately, however, the teachers eur
gaged in the work have established the freest interchange of opinion and experience,
so that whatever is gained by one becomes immediately available for all ; the most
important means of this interchange are the "conventions." The prominence given
to the discussion of methods in the biennial convention of the Empire State Association
of Deaf-Mutes, held at Elmira, N. Y., in September, 1877, and in the Conference of
English Instructors, London, July, 1877, must be attributed not merely to the impor-
tance of the subject, but, in some degree, to the impulse imparted to language study in
general through the labors of specialists, to the increased attention given to vocal
culture in ordinary schools, and to the exjwriments made by Edison and Bell in the
hope of devising some apparatus for the assistance of the deaf.

From reports of twenty-six institutions in our own country it appears that the sign
language is taught in all, while fifteen employ also articulation teachers ; and three,
viz, the Institution for the Improved Instruction of Deaf-Mutes, of New York, the
Clarke Institution for Deaf-Mutes, at Northampton, Mass., and the Horace Mann
School for the Deaf (formerly the Boston Day School for Deaf-Mutes), make articular
tion a specialty. In short, the schools in our country are not limited to either sys*
tern, but endeavor to take advantage of both.

The following considerations, taken from an article by Dr. I. L. Peet, in the last
annual report of the New York Institution for the Instruction of the Deaf and Dumb;
embody the reasons that have led American instructors generally to prefer the manual
method for the instruction of deaf-mutes as a class:

1. All the cases of success that have been so marked as to attract public attention,
either at home or abroad, in the more recent or more remote {leriods of the existence
of the art, fix>m Bonet to Bell, have been the results of devoted individual attention.

2. The underlying principle controlling all theories, methods, and regulations in
organized schools which have grown out of public and private beneficence should be
^ the greatest good to the ^atest number."

3. With the loss of hearing as the receptive faculty comes the loss of speech as the
expressive. The cong^enital deaf-mute naturally thinks in pictures. Pictorial forms,
therefore, constitute his method of expression. Then, as alpnabetic language becomes
the vehicle of his thoughts, he is in possession of that mode which constitutes at pres-
ent the most important feature in the commerce of ideas.

4. That instruction in articulation has the efiect of retarding the acquisition of
alphabetic language, and of detracting from the vigor of mind essential thereto, is ap-
parent when we consider (a) that the pupil does not, as in either of the other methods
of expression, have an appreciative consoionsDess of the e£fect he is producing: {h)
that the methods employed to impart skill in articulation are burdensome to noth
teacher and pupil; (o) that it consumes a great deal of time that can ill be spared
froia the more important work of becoming familiar with the hidden meaning and
idiomatic use of words and phrases; and (d) that in the most satisfactory cases it
does not facilitate the enjoyment by the deaf-mute of mixed society.

For both the semi-deaf and semi-mutes Dr. Peet, in the article quoted, strongly
advocates articulation. The advantages of the articulation system were presented
very clearly before the conference in London by Mr. B. S. Ackers, whose exhaustive
study of all systems is due to the sad circumstance of the deafness of his own daugh-
ter. Through the devoted e£forts of Mr. Ackers, a training school for articulatiou
teachers is soon to be opened in England. The school will be under the charge of Mr.
A. A. Kinsey, who spent twelve months in Germany studying the methods of the best
articulating schools, and subsequently visited the leading institutions of this country
and studied Professor Bell's system of " visible speech."

In Spain and Italy remarkable success has attended instruction in articulation, as ia
set forth in an article by Don Carlos Nebr^da y Lopez, director of the National College

CXLVI BEPORT OF TH£ COMMISSIONER OF EDUCATION.

'for the Deaf and Dimib and the Blind at Madrid, which was read before the second
convention of articnlation teachers, held at Worcester, Mass., in 1874, and in an aittcle
by Rev. Ginlio Tarra, in the report of the committee for the education of poor deaf-
mutes in the province of Milan, Italy, for the year 1874-^5. In this institution only
'Hhe pure oral intuitive method" is employed; Rev. Qinlio Tarra is the principal.

The question of the relative importance of the sign language, the manual alphabet,
and articulation has entered this year largely into all the literature of deaf-mute edu-
cation. In the January and April numbersof the American Annals appeared the trans-
lation of an article by Maxime Du Camp, entitled ^'The National Institution at Paris,"
which article was published originally in the Revue des Deux Mondes. The writer
raises decided objection to both the manual alphabet and articulation methods. His
objections to the latter are ably met in a work entitled ^'Quelques mots sur la m^thode
d'articulation," by J. Hugentobler, director of the Institution for Deaf-Mutes at Lyons.
The subject is also fully discussed in the report prepared for the Massachusetts exhibit
in the Philadelphia Exhibition.

The course of study in the deaf-mute institutions in the various States corresponds
to that in the public schools, with the addition of industrial training. The necessity
of the latter is too evident to admit of discussion, but a perplexity has arisen there-
from : it frequently happens that, as soon as the poorer parents find their children
able to earn even a pittance, they keep them from school to secure their slight assist-
ance. The difficulty is not easily met; on the one hand ore the positi^te needs of the
pareuts, on the other is the permanent ii^ury to the children and to society. It is one
of the many conditions bearing upon the question of compulsory education.

The subject of church work among the deaf and dumb was selected for discussion
by the managing committee of the Church Congress held at StAffbrdshire, England,
October 6, 1875. Two able papers were read : one by Rev. Samuel Smith, chaplain of
the Royal Association in Aid of the Deaf and Dumb, London; the other by Dr. D.
Buxton, F. R. s. L. They set forth the history of the efforts since 1822, the increase of
public interest, and the gradual systematizing of this branch of christian activity.
Recent accounts indicate an advance since 1875.

The report for 1876 of the Church Mission to Deaf-Mutes in our own country shows
that in spite of commercial embarrassments the year was a successful one for this enter-
prise. The Philadelphia mission, under the immediate direction of Rev. H. W. Syle,
has proved very efficient. Peculiar interest attaches to this branch of the mission
firom the fact that ReV. H. W. Syle was ordained a deacon in the Protestant Episcopal
Church in Philadelphia, October 8, 1876, which is supposed to be the first instance
in the history of the world of the admission to holy orders of a person deprived of
hearing and speech. On the 25th of Jannary, 1877, Mr. A. W. Mann was ordained
in Grace Church, Cleveland, Ohio. Mr. Mann continues to labor among the deaf-mutes
of the West, under the direction of the Church Mission.

The records of the various institutions for deaf-mutes present the fullest data attain-
able concerning the causes of deafness and of muteness, and are attracting the careful
ntt'Cntion of social scientists; thus the work undertaken for a limited class has its reflex
influence upon society in generaL

TABLE XVin.-- SCHOOLS FOR THE BLIND.

Additional statistics in reference to schools for the blind will be found in Table
XVIII of the appendix.

SCHOOIiB FOB THE BLIND.

CXLVn

Tablb Xyni.-— AfflMNary <tf ttoHffieg ofmSkooUfar %%€ hVM.

CalifamiA

Georgia

Sliiioi*

Tndiana

lowB

TfanitM

Xentooky .4

Tioniidima

Maryland

KasMehiiBetta . .
IfichigMi

KiMiasippi

Hebraaka

XewTork

5'orth Carolina. .

Ohio

Oregon

PennaylTanla ...
Sooth Carolina . .

Tenneaaee

Texas

Virginia

Vest Virginia . .
Wtooonsin

Total

e ^

\\
|i

I §

o o

a28

«
32
27
82

«
20

8
23
46
63

8
11

79
(c)
66

al4

80 666

O 'O

8
8

6
8
10
80

2
2

80
6
6

26
1
6

2
2
8

162

I
>Z5

121

110

128

108

873
06

164
10

177

a47
62
64
42
29
92

46
119

89
173
667
672
400

874

629

1,662

962

969

187

229

270

Libraries.

►

o
u

100
676
120

1,000
770

1,000

900

1,000
100
171

2,464

(«)
160
255

1,076
400

100
900
(c)
1,006

1,600

100

1,240

2,179

7,701

16,226

28
60

850
20

860

•

158

lot

(•)

1,608

• For both departments. 5 Only one institntlon reported this item.

eScported with deaf and dumb department. (See Table XVn and summary.)

CXLVm REPORT OF THE COMICISSIONER OF EDUCATIOK.

Tabob XYIH,— Sumnuiry ofBtaUsUcs ofschooUfar the hlind — Continued*

States.

Alftbama

ArlEADSM

CalifomiA

Georgia

lUinois

T Tyi^iftp a.

Iowa

Kansas

Kentncky

Louisiana

Marjland

Kassaohosetts .

Michigan

Minnesota

Mississippi

Missouri

Kebraska

New York

Nortli Carolina.

Ohio

Oregon

Pennsylvania . .
South Carolina .

Tennessee

Texaa

Virginia

West Virginia.
Wisconsin

Total.

Property, income, Ac.

^ i

(a)
$30,000

(a)

75,000
140,000
500,000
300,000

40.000

100,000

d800

105,000

299,410

(a)

30.000

15,000

100,000

5 ft (^

O O U
*• "2 O

I
I

9
CO <H

009,702

(tf)
600,000

<il,000
190,000

(a)

90,000

(tf)
(a)
185,000

3,490,912

(a)
19,500

(a)

13,500
80,117
31,542
11,997
10,130
20,235

6,000
11,925
30,000

(a)

10.000
21,000

31,000

292

1,280

480

4,970

17,944

S 3

o
H

90,321

(a)
070,000

4,000
39,000

(a)

17,000
17,180

(a)

(a)
/19.500

14,577
6240

7,288

12,401

462,947

90,472

M18,000
11,400

el57, 000

13,792

31,307

34,062

68,828

10,130

i*.140

6,400

26,011

70,473

543,500

4,500

10,000

244,901
542,740

70.000
4,000

71,648

17,000
17,180

40,401

1,036,503

2 ^

(a)
no, 845

(a)

13.000

27,001

32,208

58,013

10,130

22.125

4.800

25,872

58,163

(a)

4,500

9,500

247,000

(a)

50,824

4,300

74,912

22.000

16,922

(a)

37,400

17,301

747. 416

aBeported with deaf and dumb department. d Value of the apjNiratus only, and does not indnde

(See Table JLVil and summary.) that of grounds or buildings.

5 For both departments. e Includes amount appropriated for new buildings.

e Includes |90,000 for buildings. / $2, 500 were for special purposes.

It cannot be doubted that the work of the educator is too mnch removed from public
notice, isolated from popular sympathy as if still doomed to the traditional obscurity
of the cloister. If this is true of education in general, how much more so of the
efforts made to train the unfortunate classes. We raise imposing; structures and mul-
tiply ingenious apparatus for the deaf and blind, but the laborious process which gives
them purpose we neglect.

We slight the precious kernel of the stone,
And toil to polish its rough coat alone.

Public men may do much to discourage such indifference and, by the example of
their personal attention, draw to the work the public interest for which it languishes.

EDUCATIONAL BEKEFACT10N& CXLIX

The immediate advantage of sach direct notice on the part of repTesentative men is
forcibly suggested by the visit of the President of the United States and party to the
Kentucky Institution for the Blind at Louisville. Everything had been done to give
full expression to the spirit of the occasion. It was not simply that the school was in
holiday attire and that voices and instruments made joyous melody, but the impor-
tance of the visit naturally prompted a retrospect of the cause represented — an exer-
cise always inspiriting, and doubly so when the work reviewed is noble in its purpose
bat necessarily drudging in its methods.

In his address of welcome. President Bell called attention to the following interest-
ing particulars of the history of instruction for the blind : One hundred years have not
elapsed since Valentin Haiiy opened the first school for the blind in Paris. His dis-
covery that the tactile sense in the fingers could be converted into an excellent sub-
stitnte for eyes and his later discovery of how to make embossed letters, lie at the
foundation of all useful means for instructing the blind. Institutions for the blind
made slow progress in Europe, but they have multiplied rapidly in the United States,
numbering at present twenty-nine, of which six are under the superintendence of
blind men. Mr. Bell also briefly outlined the work of the American Printing House
for the Blind, the only chartered institution for printing for the blind in the world.
It is much the largest in its productions and much the most varied in the character of
its works, being the only printing estabUshment of its kind in the world that runs
its press by steam. The press was invented for this company, and has no equal ; the
devices for work are unique. When the enterprise began, the price of stereotyping was
|5 a page ; now, through the inventions of the superintendent, Mr. Huntoon, the work
is done at a cost of ten cents a page. The stereotype plate may be made from a paper
page or may consist of a brass plate, which costs but a small sum and requires little
room for storage.

In response the President expressed his hearty appreciation of the general work and
of the prosperity of this individual institution, and was turning to introduce a gentle-
man of the Cabinet when Professor Himtoon led forth a little blind boy, scarcely more
than an infant in years, who presented a bouquet to Mrs. Hayes. The incident gave
touching emphasis to the meaning of the assembly. The members of the Cabinet
present. Secretaries McCrary, Key, and E varts, expressed in turn their pleasure on the
occasion. Mr. Evarts said : '^Almost all that the world see with their eyes, in order
that they may comprehend with their minds, you succeed in comprehending with your
mind through the arts and skill, the patience and love, of your more fortunate fellow-
citizens ; there is some reason why the reflections, the sentiments, the opinions, and
declarations of the blind may give some instruction to those whose eyes are often mis-
led in the glare of the sunshine and open day."

TABLE XIX.— GIFTS AND BEQUESTS TO EDUCATION.

The following summaries show for what objects, to what kinds of institutions, and
in what States the large sum of three millions of dollars was given or bequeathed for
educational purposes in 1877.

The amount is nearly one million seven hundred thousand dollars less than that for
1876. Here the influences of the business depression and probably of the recent ex-
citing political contest over the Presidency are sl^own.

Of the total amount, nearly one million three hundred thousand dollars were given to
universities and colleges, and about six hundred and fifty thousand dollars to scientific
and professional schools. Of this latter amount, schools of law received only $10,000,
and medical schoola only |22,000.

RKPORT OP THE COMMISSIONER OP EDUCATION.

Tabus XJX.-^StaHatioal wummary of UntfactioM for 1877, hy States.

States and Tenitoiies.

•

o §

AlAKama ,r

$10,600

OalifimiU.... r

53,689

8,000

105^078

6,100

800

89,290

140,925

109,200

75,965

8,400

53,400

00,240

72,800

$2,139

2,000

27,301

$10,000

Colorado ................

OoniMcticnt ^r.

$10,000

$5,000

TlAlAwam .,,

$5i000

Florida. ...TTT.,-,,.-...T

fliMtFcHfL

20,000
53,091

4,200
45,291

8,400
11,450
60.000

1,500

$5,200

724

105,000

UlinoiB .,.,,--,..,-,., r-

20,300

Tn^lana

ToWA ... ........

3,250

Kentucky

TiAiiiitifiiiA ................

24,750

7.70$

'M' ftlnA -

6,900

50,000

If Arvlftiid ................

IfflkltllftnhlllMHM

821,847

18,036

40,103

2,873

183,008

5^550

283,839

17,264

2,140

6,000

600

17,000

Michigan

Minn^^4ota- ,-.,,,,...

127

19,058
1,500

Ifi^ffafipp*

Hiaeoari

U7,440
5,550

41.000

2,000

20,000

VAbnifikA ............... r

TfAvadA

Vew Hanpffhirer T

46,850

404,110

303,787

3,620

102.402

11,750

196,866

117,750

43,728

18,531

27,060

22,776

169,081

15,000

11.000

STew JeriBV

2,900

257,519
30,892

New Yo^k

182,307

150

8,607

4.096

Nwth Oftrolina . . . ,

Ohio...

137,619

1,000

144,100

2,400

6,400

80^640

Oregon .............. ....

Pnnifiylv^nin, ... r ....... .

1,500

89,039

Rhode Iflland

South Carolina

15.000

7.360

25,000

Tennewee r . . . . x r . ,

876

Texas

2.000

Vennont

10,600

Virginia

130.000

38,881

200

WestYlrginla

Wisconsin

25,839

ISO

31,008

5,000

100

150

•

Utah

"Washington ..,,..,

Total

8,015^256

1,273,991

201,205

415,079

10.850

22,874

163,918

EDUCATIONAL BENEFACTIONS.

CLI

Table XIX. — StaUstieal summary ofbtnefactioM, ly States — Continued.

States and Tenitorifls.

Cidilbnii*...
Cokmdo....
Ooonecticiit
Delaware.. .

Florida

Georgia

miiiois

150,000

$10,000

0^500
1,000
0,000
1,100

800
14,090

800

$08,510

$3S.000

8,777

Iowa..

18,027

407

JUndaiina.

ICaiylaDd

Kaanclniaetta.

lffii>i<iippl

Nobraaka

^erada

New Hampshire

Xew Jeraey

XewTork

North Carolina. .

Ohio

Onigtm. ........ .

PennaylTania . . .
Shodelabrnd...
Soatii Carolina..

15,000
1,078

0,500
240

48, 4U
600

10.000

878

2,588

16, 010
145

Texaa

Vermont

Virginia :

WeatVirgfaiia

Wiaconsin

District of Colombia.

Utah

Waahiagton

Total

15,050

55,000

1,000

035

23,000
4.000

8,000

171, 118

5,800

85,700

122,405

880

0,408

10,750

8,050

2,000

24,728

10,705

6,600

14,789

81,008

482,557

53,000
80,320

8,277
02,750

5,521

268,089

12,000
3,000

54^767

OLn

BEPOBT OF THE COMMISSIONER OF EDUCATION.

Table XIX. — Statiatical 9uinmary of henefaeHon$ to itiitiiutUmB of various kinds for 1877-

ContinuecL

InstitationB.

TTniTenities and colleges. . .

8chool« of science

Schools of theology

School of law

Schools of medicine

Institatlons for the superior

instmction of women.

Preparatory schools

Institutions for secondary

instruction.

Libraries

Institutions for the deaf

and dumb.

Total

$1. 273. 901

201,205

415, 97»

10,850

22,874

163,076

171, 118
432,557

268,030
54,767

8,015,256

1664,700

176,865

246,222

200

20,247

130,200

113,358
801,488

51,767

1, 704, 547

I s

$226,241 $202,800
10,468

110,043 . 20,502

2,127
28,212

56,035
U6,758

6,510

556, 104 223, 302

lit

$30,000

13,648

20,205

150

1,200

1,055
2,880

70,128

« .

tci «

a 8

$63,100

7,727

10,636

81,463

$88,250

724

1,200

10,000

4.364

770
705

263.420
3,000

370,532

TABLE XX.— EDUCATIONAL PUBLICATIONS.

The following is a snmmary of the selected list of books published daring the year
1877 which forms Table XX of the appendix to this report. To many persons this
book list, appearing year by year, has proved of great value as a guide to reading and
private study. It will also be found a useful purchasing list for the numerous small
libraries which are springing up so abundantly since the publication of the Special
Report on Public Libraries by ^his Office in 1876.

Table XX. — Summary of the number of educational publications.

. Number of firms in —

Califomia 2

Connecticut 2

Illinois • 5

Kentucky 1

Maryland 1

Massachusetts 18

Michigan « 2

Missouri 2

New Hampshire 2

New York 46

Ohio 6

Pennsylvania 13

Tennessee 1

Virginia 3

Wisconsin 1

District of Columbia 1

Total 106

Number of books on —

Archieology, fine arts, and music. . 25

Bibliography and literature 50

Dictionaries and encyclopedias .... 9

Education 42

General science 38

Geography 6

History 39

Language 44

Law 15

Mathematics 34

Mechanics and physics 20

Medicine and surgery 30

Natural history 22

Philosophy and logic 13

Political and social science 12

Theology and religion 32

Total 431

EDUCATIONAL BENEFACTIONS.

CLm

TABLE XXI. — SCHOOLS FOB THE FEEBLE-MINDED.

EleTen schools for feeble-ipinded children report 355 instractorB and 1,781 pupils, an
average of five to the teacher.

This fact alone is significant of the peculiarly difficult nature of the work. Noth.
ing but unfailing interest and unflagging industry can accomplish much.

Table XXI. — Summary of $tati$He$ of ichooU for feeble-minded youth.

2
3
4

Namow

Connecticnt School for ImbecQe*

niioois Asylum for Feeble-minded Children . . .

lowm Asylnm for Feeble-minded Children

Slentacky Institution for TMnoathig Feeble-,
minded Children.

PriTiUe Institution for the Education of Feeble-
minded Youth (Barre, Mass.).

Maasachusetts School for Idiotic and Feeble-
minded Youth.

HiUflide School for Backward and Feeble Chfi-
dren (FayvUle, Mass.).

Idiot Asylum, BandaU's Island, K. Y

New York Asylum for Idiots

Ohio State Asylum for Idiots

PennaylvaniA Training School for Feeble-
minded Children.

Total

I
i

12
60
10
22

104

855

Number of in-
mates.

103

148
271
147

1,052

80
70
88
80

81
110
180
101

84
182
100
127

140

207
451
248

720

1,781

204
2

$14. 975
68,000
15,000
28,000

128

201
458

1,050

25,000

40,810
70, 178
57,535

322,408

$14, 975
68,000
18,000
20^000

38»485

25,000

47.067
77,589
52,725

356,741

TABUS XXIL — SUMMABT OF PATENTS FOB IMPBOVEMENTS IN SCHOOL FUBXITUBE.

The following summary shows the patents granted by the GoTernment for inventions
of school furniture and appliances during the year:

Table XXII. — Summary of patents for improvements in sokool furniture.

From Connecticut 3

Georgia 1

Illinois. 3

Indiana 2

Iowa 1

Kentucky ••• 1

Maine • 1

Massachusetts 5

Michigan 1

Missouri 1

New Jersey •.. 4

From New York 18

Ohio 4

Pennsylvania 3

Tennessee 1

Virginia 1

Wisconsin 4

District of Columbia 1

Foreign 3

Total 08

CLIV

REPORT OF THE COMMISSrONBR OP EDUCATION.

Table XXII. — Summary ofpatmUfor impravemenU in school fumiUare — Continned.

Improvements in—

Adding machine

Adding pencil

Apparatus for teaching arithmetic. ..

Apparatus for teaching spelling

Attachment to parallel rulers ...••...

Blackboard

Blackboard eraser

Blackboard rubber.

Book-cover protector

Blotter and ruler combined

Chart for object teaching

Combination writing instrument

Combined blotter and paper clip

Combined blotting pad and ruler

Combined eraser and pencil

Combined erasive tip and pencil-point
protector.

Combined pencil holder and sharpener.

Combined pencil sharpener and point-
protector.

Combined slate and book carrier

Combined slate and scholar's com-
panion.

Copybook •

Copying book ,

Device for teaching musical transposi*
tion.

Device for teachiog penmanship

Draughtsman's instrument

Drawing slate

Educational appliance

Educational globe

Educational toy

Folding seat for school desks

Fountain pen

Fountain pen holder

Galvanic battery

Geographical clock

Gymnastic apparatus

Orthographic and numerical frame...

Paint pencil or crayon

Paper folder and cutter

Parallel ruler

Pencil sharpener

Pen-holdiug pencil-point protector ...

Scholar's companion

Behooi chart 7

School desk

School desk and settee

School desk seat

School furniture

School slate

Slate

Slate clean'er

Slate frame

Slate-frame attachment

Slatepencil sharpener

Student's chair ••

Ventilation and disinfecticm of build-
ings.

Ventilator for building

Writing desk

Writing ink . .. •'.

Total • 58

EDUCATION m FOREIGN COUNTRIES.

The documents and publications relating to education in foreign countries form a
separate part of the library of the Office under the charge of the translator. The
papers and periodicals received from other countries may be tabulated as follows :

•

Dailies.

Weeklies.

Monthliea.

Enelisli ....••...••.....

Paget.

4
8

Pages.
136

76
108

Poffet.
400

Frencli ..•.....•.......................•.....••..■•■■.••••••••....

360

Oflrmnn ...,.^^,-r-^,,,, ,,.,,^,,^, ,,,,,,,,» ,,,t,,-,-

376

Datch

Ttftlian ,

Total

836

1,164

This gives, on the average of 26 working days to a month, about 116 pages a day
which the translator must carefiiUy examine, making necessary not«s and abstracts;
and, if the English matter be deducted, a daily average of 72 pages of matter in other
languages.

EDUCATION IN FOBEIGK COUNTRIES. CLY

This stateraenty however, includes neither reports nor doonments coming into the
Office ; what these add to the translator's work may be illustrated by a single example :
during the month of October the Office receiyed fifteen reports and treatises on educa-
tion, filling 2,360 pages. These were written in German, Spanish, Italian, English^
Dutch, and Latin, and embodied discussions and historical statements of great impor-
tance.

I here present a synopsis of educational &cts drawn from the various periodicals,
reports, and documents which have been received firom foreign countries.

L— >SUB0FK.

Aprebia-Husoabt.— 4k AusnoA, canadtational BMiiarchy: Ax«a, 116^006 aqiiftre mllMi popnlatioii,
21,565,435. Capital, Yleimft; popnlatioii, 1,030,770. Minister of pablic instractioii, C. von Stremftyr.

Austria had, in 1875, 15,166 elementary schools, 235 of which were higher element-
ftiy schools; the lower elementary schools were attended by 2,065,100 pupils and the
higher by 69,583. Only 66 per cent, of the school population receive instruction. The
nnmber of school rooms in Austria is 25,872, or less than two for each school-house.

Induttnal tdiooh, — Austria began the organization of industrial instruction at a
later day than Germany, but she has developed it rapidly and with extraordinary
success. While ranking among the ficst nations in Europe for the encouragement
given to polytechnic education, Austria had no industrial school for the people. Es-
tablishments in the country were greatly in want of foremen. This stirred up public
opinion to such a degree that the government had to establish a system of institutions
for imparting instruction in trades and business to a large number of workmen and
their children. The Realschulen were at first reorganized in such a way as to lead &om
polytechnic training to the higher special industries. Then, below the Realschulen
designed for the middle class, schools were established more popular in character
aad more specially industrial, adapted to prepare foremen for different important
branches of industry. Some of these are review schools (Fortbildungsschulen), and
merely review the ordinary branches of school instruction with a view to their prac-
tical application, or impart this knowledge in connection with a more special course
of preparation for apprenticeship ; others devote themselves exclusively to preparation
£o>r apprenticeship, and still others assume as a preliminary an apprenticeship to some
trade or branch of business.

Austria possesses three 'higher schools for weaving at Vienna, Reichenberg, and
Briinn ; 23 lower schools for weaving, 2 schools for lace making, a school and work-
shop for the whole group of mechanical industries at Klagenfurt, a school for building
at Vienna, a special school for watchmaking at Vienna, and 15 schools for giving
instruction in the arts of working in wood, marble, and ivory, 6 for instruction in
making toys, 4 for instruction in making baskets and mats, and 7 for instruction in
making arms and other articles of metal. Several of these institutions have been
acknowledged a public benefit by the rural population of the empire. The schools
for teaching woodcarving, for instance, have created a new kind of business in the
mountainous distriots of Bohemia, Austrian Silesia, and Moravia, where great quan-
tities of cheap toys for children are manufactured. Even amoqg the schools that give
instruction in woodwork Only, each is required by the government to specialize suffi-
ciently to accommodate itself to the particular needs and resources of the region in
which it is situated. In the Tyrol, the school of sculpture at Imst is specially designed
to develop artistic cabinet work and ornamental furniture ; at Innsbriick, the indus-
trial school applies itself to figures ; that at Mondsoo, to groups of animals ; that at
St. Ulrich, to the sculpture of religious statues, and that at Wallem, to the commoner
kinds of furniture and to cases for clocks.

b. HcsGAJtT, odutitntional monMchy: Area, 118,172 squsre miles; popalation, in 1876, 15,50p,455.
Capital, Bada-Pesth; population, 270,479. MinlBtor of public inatmotion, A. von Trefort.

Hungary had, in 1875, 11,743 communes, with 13,455,030 inhabitants and 15,387
•chools; 1:1,831 of these schools were supported by religious communities and 1,556 by
the state.

The school population was 2,149,597, of which number 1,452,090 attended the «l6-

CLVI BRPORT OF THE COHlilSSIONEB OF EDUCATION.

mentary schools, 11,837 the advanced elementary schools, 22,057 the private schools,
and 18,047 the Gymnasien and Rcalschulen. The school attendance has considerably
increased since 1869. In that year only 47 per cent, of all the children of school ago
were at school, while in 1875 we find over 70 per cent, in attendance. The total
nnmber of teachers was 19,610, and their average salary 319 florins.

Of the 58 teachers' seminaries, 48 are for males and 10 for females. The total num-
ber of students in 1875 was 2,651, viz, 1,905 males and 746 females.

There are now 200 Kindergarten in Hungary and 5 seminaries for the training of
Kindergarten teachers.

The 146 Gymnasien have 1,768 professors and 27,144 students. There are, besides, 35
Realschulen, with 431 professors and 8,066 students.

BsLOiuif, constitutioiiAl monarchy: Area, 11,373 square miles; popnlatioii, 5,336,636. Capital, BrnS'
sels ; population, 384,846. Minister of the interior, C. Delooor ; chief of the educational section, L6<m
Lebon.

The Annuaire Statistiqne de la Belgique for 1877 gives the following account of the
present condition of education in the Kingdom of Belgium:

Primary educatian. — The number of piimary schools was 5,520, or 1.23 for every 1,000
inhabitants, in 1851 ; and 5,856, or 1.08 for every 1,000 inhabitants, in 1875. The num-
ber of pupils was 487,148, or 10.8 per cent, of the inhabitants in 1851; and 669,1^, or
12.4 per cent., in 1875.

The number of 6coles gardiennes or salles d'asile (Kindergarten) increaaed firom 406
in 1851 to 929 in 1875, and the number of pupils from 24,102 in 1851 to 97,382, or 404
per cent., in 1875.

The number of schools for adults was 990 in 1851 and 2,615 in 1875. These schools
were attended by 158,060 pupils in 1851, and by 204,673 in 1875.

The total expenditure for primary schools was 2,651,639 francs in 1843 and 24,806,428
francs in 1875. Of the latter amount, 10,606,317 frtincs were paid by the government-,
2,697,234 francs by the provinces, 8,871,536 francs by the communes, and the remainder
was derived from school fees and from charitable contribations.

Of the 45,309 conscripts examined in 1876, 8,246 could neither read nor write, 2,015
could read only, 19,288 could read and write, 15,222 had received a higher education
than those just mentioned, and 538 were not reported upon. From the foregoing it
appears that 76.17 per cent, could read and write and that 4.45 conld read only.

Secondary schools (ioolea moyennes), — The number of these schools was 198 in Decem-
ber, 1875, viz : 10 royal athenaeums, 50 middle class schools supported by the state,
31 communal schools aided by the state, 3 exclusively communal schools, 84 schools
under the direction of the clergy, and 20 private schools. The number of pupils in all
these establishments was 17,881 in 1876, against 11,922 in 1860. The government con-
tributed 1,443,447 fr«ncs to secondary schools in 1876.

Superior education, — Belgium has four universities, viz, two state universities and
two free universities. The former are situated at Ghent and Li^ge, and the latt«r at
Brussels and Lou vain. The following table shows the number of students in each fac-
ulty of the universities at different periods :

St'ite universities.

Free universities.

Faculty of —

Ghent

Li^go.

Brussels.

Louvain.

1839-'40.

1876-77.

1839-'40.

1876-'77.

l839-'40.

1876-77.

1839-'40.

1876-77.

Philosophy and lit-
erature.
Sciences ...........

74
61
67

54
96
82

•45
64
81

174
198
163

148

117
197
242

195

100

106
163

liHW ...... r^-^rrr-r--

323

^edicine . , , ^ , - . r - -

296

Theoloirv

134

Total

225

269

228

630

279

615

490

1,052

jSducation in poeeign countries. clvii

•

The expenditares of the two state nniTeisities arooiinted to 1,026,240 francs in 1876.

Sekools offime arts. — Belgitun has an Academy of Fine Arts at Antwerp, with 1,661
popils; 78 academies and schools of design in various localities, with 10,106 pupils; 2
large conaervatories of music at Brussels and Li6ge, with 916 and 618 students; and 86
■mailer conservatories and schools of music, with 7,905 pupils.

MUitaty schools, — ^The military schools for training officers of the army and the
regimental schools for the further instruction of common soldiers were attended by
6,345 papils in 1875^ There are, besides, courses for illiterate soldiers, which were
attended by 7,914 individuals in 1875-^6. The school for the children of soldiers, at
Alost, had in December, 1875, 275 pupils.

Sdufols of offricuUiwef horticulturef and veterinary surgery, — These schools, which are
state inatitations, had, in 1876-77, 215 pupila, viz : The school of veterinary surgery
at Bmasels 96, the agricultural institute at Gtombloux 61, the practical school of hor-
tiealtnre at Vilvorde 23, and the horticultural school at Ghent 35. These four insti-
tatioDs in 1875 issued 208 diplomas of capacity.

eoDBtitatioiial monarchy: Are*, 14,553 aqnare mfles; popnlatioii, 1,003,000. Capital, Copen-
hagen ; popnlation, 250,000.

sekools, — The number of primary country schools is 2,781 ; the number of
Bale teachers, 2,929 ; the number of female teachers, 59 ; the number of children of
•diool a^, 200,761; the number of children attending public schools, 194,198; and
the number of children attending private schools, 13,994 ; making the total number of
children under instruction 208,192. The number of primary schools in cities is 113,
with 422 male and 54 female teachers, and 23,353 pupils; 6,161 pupils attend the Real-
sehnlen.

J^McAers' seminaries, — Denmark has 5 teachers' seminaries, with 233 students.

Sstondary schools, — ^The total number of secondary schools is 26, 15 of which are Gym-
Baaen. The number of teachers is 314.

Si^erior edmcoHon, — ^The University of Copenhagen has 60 professors and 1,250 stu<
dents, 20 of whom are females. The university library contains 275,000 volumes.

Special edueation, — Denmark has for special education a royal veterinary and agricult-
vnl school, with 16 professors and about 200 students ; a polytechnic school, with 13
profesBoiB and 150 students; 2 academies of fine arts, 1 technical school, 8 navigation
achoola, a military academy, and the usual institutioni^ for the unfortunate.

YtlLASD, a dependraioy of Boasia: Area, 144,222 aqnare miles; itopnlation, 1,857,035. Capital, Helaing-

fors; population, 34,570.

Btor^mization of the schools, — An imperial decree of April 28, 1876, ordered the sup-
pRssion of the Gymnasien, and their gradual combination with the recently established
kigber elementary schools, which received afterward the name of elementary institutes
(ilketsopistot). In 1875 these institutes had 236 teachers and 2,420 pupils. There
vere besides several female schools, with 732 pupils.

TiASCX, TCpabtic: ATe% 201,000 square miles; population, 36,102,021. Capital, Paris; population,

1,088,806; minister of public instruction, M. Bardoux.

EdmeaUon at Paris,— The city of Paris has spent, since 1875, 25,000,000 francs for the
improvement of the primary schools. There are now 140 schools for boys, 142 schools
for girU, and 113 infant schools, with a total number of 117,946 pupils. Of these in-
Aimtlona, 141 are under the control of religious persons and 254 under lay teachers.

TBoekertl* examinations, — During the year 1876, 2,559 male candidates presented them-
•rirea for examination, of whom 1,758 failed to pass. The female candidates were
Bore sooceasfhl : of 4,548, more than one-half, 2,487, received diplomas.

Kae university, — ^The Association Protestante of Paris has resolved to establish aa
iadepeiident university {imiversit^ libre) aimiJar to those at.Brassela andMadii^.

CLVIII REPORT OP THE COMMISSIONER OP EDUCATION.

Women at the univereity. — ^The dean of tbe faculty of medicine at the UniTeraity of
PariB states, in answer to an inquiry from the dean of an English medical school, that,
since 1865, 32 women have entered the school. Of this numher 9 have obtained diplo-
mas and 23 are still at their studies. The nationality of the students was : English,
6 ; Russian, 12 ; and French, 6. The dean sa3r8 that the conduct of these ladies has
been blameless and their devotion to their studies remarkable.

New school law. — The following is an abstract of the project of a school law, prepared
by the ministry of public instruction and laid before the assenfbly by M. Bardoux,
minister of public instruction and fine arts :

Article I. Every commune has the right to establish absolute gratuity in her pub-
lic schools.

Abt. II. Communes which do not wish the assistance of the state for the establish-
ment of free schools have to defray expenses for this purpose ftom their own resourcea.

Art. III. State subsidies are granted to communes in case the school tax does not
suffice to cover the exx>enses for public instruction. The minimum of taxation shall
be 4 centimes in the franc [of the taxes raised] ; the maximum, 10 centimes.

Art. IV. As soon as absolute gratuity is established in a commune it must be
applied to all her public schools without distinction. Under extraordinary circum-
stances the local authorities may, with the permission of the minister of public instruc-
tion, make a temporary exception to this rule.

Art. v. The mode of taxation for school purposes in communes which desire state
subsidies under the present law shall be regulated by a special decree of the ministers
in council.

Art. VI. The provisions of all former laws, as far as they are contrary to the pres-
ent law, are hereby repealed.

School of art and man^fact!mre at Paris, — ^This school is intended to qualify young men
for special professions and trades, and to impart aptness, general intelligence, and a
taste for seeking knowledge. The course of instruction is limited to three years,
during which period it is obligatory. It includes lectures, daily examinations, draw-
ing and graphic exercises, chemical manipulations, working in stone and wood, phyidGS
and mechanics, and the construction of buildings and other works. The students are,
in addition, expected to visit the workshops and manufactories. They board and lodge
at respectable private houses in the immediate vicinity of the sohooL Every year
there are general examinations in each branch of science and art. The students of
the third year are allowed to compete for diplomas, a programme of examination being
made out for each specialty. The number of students annually entering the school is
from 175 to 200.

Agricultural education, — France has, for agricultural education, a farm school in each
department, a higher agricultural (central) school, and a national agronomic institute,
a sort of normal school of agriculture. The farm schools are intended to furnish
a good example of tillage to the farmers of the district and to form agriculturists
capable of working intelligently as farmers or overseers. The schools are open to
pupils of at least sixteen years of age who have received a good primary education.
The officers or teachers selected and paid by the government are a director, a head
workman, a nursery gardener, a veterinary surgeon, and several* special assistants,
such as shepherds, silk growers, &c. The special course extends through three years.
The director works the farm school at his own risk, and must so conduct it as not only
to give a good example of tillage but as profitable a return of crops as other farms.
The farm schools were attended in 1876 by about 1,000 students.

Obrmaxt, coBBtitatioiikl empire: Area, 212,091 square miles; populatioii, 42,727,360. Capital, Berlin;

population, 960,858.

The different States which comprise the German empire contain 60,000 popular
schools (Volksschulen) with 6,000,000 pupils, 3:30 Gymnasien, 14 Progymnasien, 484
Kealschulen, and a large number of private and sj^ecial schools. The empire itself
exercises no control over education, the administration of which is left to the sevenil
States.

EDUCATION IN FOREIGN COUNTBIES.

CLIX

For superior education Germany has 21 nniversitiefl. The following table giyes in
alphabetical order a list of these nnivenities and the number of professors and stu-
denUiin 1877:

List of (German umvenUtetin 1877.

UniTenitles.

Berlin

Iknm

Breslan

£r]angen ...
Freiburg ...

Gieaaen

G^ttingen ..
Greiftwald .

HiJle

Hddelberg

Jens ,

Kiel

EfinigBbeig

I^ipsig

Xartmrg...

HanJeh

Mtbuter....
Rostock....
StnMbnrg.
Tubingen...
Worxborg. .

Total

236

119

105

122

104

110

158

122

o IS

4,311
986

1.255
431
850
347
034
510
857
834
586
245
630

2,938
403

1,312
825
152
658

1,103

1,106

1.922 20.282

Pedagogy in German uniiMrfities, — The following list shows the number of lectures a
week on pedagogy in the various German universities : Berlin, 6 ; Bonn, 4 ; Breslan, 3;
£rlangen,4; Freiburg, 3; Giessen, 3; G5ttingen,6; Greifswald, 4 ; Halle, 5; Heidel-
berg, 3 ; Jena, 13 ; Kiel, 3 ; Leipzig, 8 ; Miinster, 4 ; Tlibingen, 5 ; Wtirzbnrg, 4.

Technical and industrial schools in Germany, — In Saxony, contrary to a practice almost
universal elsewhere in Germany, instruction for trades and for business is made to
follow immediately that of the daily primary school. To this circumstance is due the
establishment of the schools of building at Leipzig, Dresden, and other places, of the
group of special schools at Chemnitz intended to give preparation for mechanical,
manfifacturing, and chemical industries, industrial art, &c., and, in addition, of a
great number of lower schools for weaving, lace making, needle work, and wood carv-
ing-

In North Germany the model of the industrial establishments of all grades is that
of Hamburg. The general school and the special school for building, open in the
evening and on Sunday for apprentices and workmen and every day to pupils who
have the time at their disposal, imparts remarkable instruction in all respects. The
industrial school for girls, which was founded in 18G7, is managed in the same spirit,
and with a success equally marked.

Of all countries in Germany, Wtlrtemberg was tlie first to give large development
to popular industrial instruction. The great special school for building at Stuttgart
nambeis 700 students, of whom it demands for admission only a thorough primary
inatmction or the qualification of apprentices or workmen in this branch of industry.
The state aida the school by a yearly appropriation of $16,000. The course requires
from two to five years. Wtlrtemberg has also several good schools for weaving, of

CLX BEPOET OP THE COMBflSSIONEB OP EDUCATION.

which three received awards for excellent methods at the Vienna Exx>08ition. In aU,
there are fifty industrial schools in Wiirtemberg. The Grand Duchy of Baden has also
had very good industrial. schools in operation for many years, and these have exercised
a marked influence on the industries of the country.

Although introducing this kind of X)ractical instruction at a later date than some of
the neighboring countries, Bavaria already possesses from a hundred to a hundred and
fifty industrial schools, some of them elementary, Just beyond primary schools ; others
somewhat higher, eight of them serving as model schools for eight districts ; and still
another devoted to special industries, as building, the construction of machines, draw-
ing and sculpture applied to the making of furniture and objects of art of all kinds.

The single polytechnic association of the district of Wiirzburg has established
within a few years 111 industrial schools or courses, of which 16 are for apprentices
and workmen. These dififerent establishments employ 315 teachers, and teach German,
French, writing, book-keeping, arithmetic and the metric system with special refer-
ence to application to commercial affairs, geometry, design, modelling, outlines of
natural history, hygiene, political economy, &c.

a. Baden, grand dnctay : Area, 5,851 square mflea ; population, 1,507,179. Capital, Carlarohe ; population,

42,805. Director of the superior council of education. Dr. 6. Kokk.

By the law of September 18, 1876, Baden has introduced the so called mixed school
system. Children of all denominations now attend the same school and no sectarian
schools are tolerated in the grand duchy. The same law of 1876 makes gymnastic
exercises compulsory in all the popular schools ; the communes are required to fur-
nish a hall and the necessary g^^mnastic apparatus.

b. Bavabia, constitutional monarchy: Area, 29,203 square miles; population, 5,022,390. Capital,

Munich ; population, 108,829. Minister of public instruction. Dr. von Lutz.

Bavaria has 7,016 primary schools, with 10,«599 teachers «id 841,304 pupils ; 1,671
industrial schools for girls, with 1,837 teachers and 71,635 pupils ; 11 teachers' semi-
naries, with 786 students; and 35 preparatory normal schools, with 1,276 students.
For secondary education there are 75 Latin schools, with 748 teachers and 6,738
pupils ; 28 Gymnasien, with 438 teachers and 2,640 students ; and 6 Healgymhasien,
with 66 teachers and 362 students. The 36 technological schools number 426 pro-
fessors and 3,745 students, and the 260 professional evening schools have 827 professors
and 14,501 students. There are besides 2 schools of art, with 40 professors and 475
students ; a central school of forestry, with 6 professors and 1M5 students ; 947 special
agricultural schools, with 18,260 pupils; and 78 charitable institutions, with 3,000
inmates. The society for the assistance of teachers' orphans in Bavaria had in 1876
a capital of $50,000; the annual expenses amount to about $8,000.

e. PfiUSBiA, constitutional monarchy: Area, 137,006 square miles; population, 25,742,404. Capital,
Berlin; population, 960,858. Minister of public instruction, Dr.JPalk.

New adkool Inw, — The ministry of public instruction has had various projects for
a new school law under consideration for some time, but no definite action has as yet .
been taken. The financial question seems to offsr considerable difficulties. Statesmen
are discussing the question whether the state, the province, the district, or the com- •
mune should bear the expenses of public education. The ministry favors a division of
the expense between the province and the commune, the former to pay the teachers'
salaries and pensions and the latter the cost of buildings and grounds.

Statistics. — The condition of education continues excellent. There are at present in .
the kingdom 34,988 primary schools, with 57,228 classes, 57,936 teachers, and 4,007,776
pupils; 176 teachers' seminaries tmd other normal courses, with 7,453 pupils; 37
schools for deaf-mutes, with 179 classes, 235 teachers, and 2,351 pupils ; 13 schools for
the blind, with 31 classes, 88 teachers, and 560 pupils; 215 higher female schools, with
1,355 classes, 2,206 teachers, and 43,247 pupils; 90 higher burghef schools, with 802
teachers and 15,971 pupils; 17 Bealschulen of the second order, with 312 teachers and

EDUCATION IK FOREIGN COUNTRIES. CLXt

6,896 stndents; 79 Realschnlen of the first order, with 1,399 teachers and 31,249 stu-
dents; 33 Progymnasien, with 265 teachers and 3,900 students; 228 Gymnasien, with
3.744 teachers and 74,608 stndents; 81 a^cnltural and horticultural schools, with *SS2
teachers and 2,042 students ; 6 schools of forestry, with 27 teachers and 237 students ;
:& schools of mining, with 79 teachers and 989 students; 45 technical and industrial
schoolB, with 520 teachers and 8,958 students; 9 schools of huilding, with 143 teachers
and 3,184 students; 12 schools of commerce, with 90 teachers and 1,649 students; 31
navigation schools, with 1,007 students; and several military and naval schools. At
the examination for the army in 1876, 2,749 recruits out of 77,194 were without a
•nfficient primary training.

Supertinon. — Dnring the last three years the clerical school inspectors have nearly
aU been replaced by lay inspectors, of whom th«'re are now 161 in the kingdom.

EdmcaHoK in Berlin. — Special efforts have been made by the city of Berlin to raise
the schools to the highest point possible. The following data concerning that city
will be found of interest: The public popular schools (olfentliche Yolksschulcn) and
the higher female schools (huhere Tochterschulen) are under the control of the 'city
school board, which also superintends all the private schools. The higher public schools
for boys are under the direct control of the municipal authority, Berlin ha<l in De-
cember, 1876, 250 schools, viz: 159 public schools (13 Gymnasien, 10 Realschnlen, 5
higher female schools, 20 lower preparatory schools, 95 communal schools, 16 schools
noder the control of societies, churches, «&c.), 2 Jewish schools, and 89 private schools.
The commnnal schools have together 1,285 classes, with 67,955 pupils, or about 54 to
each class. The largest school in Berlin has 20 classes, with 1,169 pupils. The staif
of teachers of communal schools consists of 95 head teachers, with an average salary
of |1,200, a free dwelling, or |200, and fuel; 884 class teachers, with an average salary
of $800; and 310 female teachers, with an average salary of $500. The total expendi-
ture of the city of Berlin for primary education amounted to $1,134,436 in 1876.

i. SAX03rr, coBstitntional monarchy: Area, 6,777 aqaaro miles ; popnlation,2, 760,566. Capital, Dre«deti;
popolatioD, 107,205. Minister of public inntmctlon, Dr. von Gerber.

Saxony has made the so called complementary schools (Fortbildungsschulen) com-
pulsory for every youth below the age of 17 who does not attend a day school. In
poor localities the expenses of these schools are defrayed by the government. The
ins^Tiction is generally given in the evening and on Sunday. Besides these establish-
inents several popular schools of agriculture and industry have been founde<l, as also
a large number of evening schools for girls, in which German, arithmetic, needle-
'«'ork, natural history, and cookery are taught. Saxony has at present 19 teachers'
seminaries, to the support of which the government annually contributes $405,000.
The director of a seminary receives a salary of 4,875 marks (1 mark = 23.8 cents) ;
the first assistant teachers receive from 2,000 to 4,200 marks and the second assistant
teachers irom 1,200 to l,o00 marks. All of them receive, besides, a free dwelling and
fnel.

i. WdrriMBBBO, constitutional monarchy: Area, 7,675 square miles; population, 1,881,505. Capital j
Stuttgart ; population, 107,273. Director of the chief e<lucation deportment, Dr. von Roemer.

The most important event in Wiirteraberg dnring the last year was probably the
official investigation of the sanitary condition of schools. Commissions were ap-
pointed to visit every school in the kingdom. The commissioners were specially
charged to examine not only the school-houses but also the surrounding dwellings and
grounds, which are frequently in a dangerous condition. They had also to ascertain
whether the pupils had the necessary amount of space, light, and fresh air in the
school rooms, whether the school benches were properly constructed, &c. The results
of this investigation will be published, and it is expected that a great number of
sehool-hooses will have to be entirely torn down, and that better school furniture will
be introduced.

There is at present in Wiirtemberg a great lack of teachers. In some communes<
there are 150 to 165 pupils to one teacher, and in some more than 200.
E — XI

CLXn REPORT OF THE COMMISSIONER OP EDUCATION.

Great Bbitad{ aio) Ireland, constitutional monarchy: Area, 121,305 square miles; population,
33,805,419. Capital, London ; population, 3,266,987.— a. England axd Wales.

Elemenlary day schools. — In the year eDding August 31, 1876, the inspectors visited
14,273 day schools in England and Wales to which annual grant>s were made, con-
taining 20,782 departments under separate teachers, and furnishing accommodation,
at 8 square feet of superficial area per child, for 3,425,318 pupils. There were on the
registers the names of 2,943,774 children, of whom 1,041,219 were under 7 years of
age, 1,799,785 between 7 and 13, and 102,770 above 13. Of these pupils, 2,412,211
were present on the day of inspection and an average of 1,984,573 were in daily at-
tendance throughout the year ; 1,783,303, having made the requisite number of attend-
ances, were qualified to bring grants to their schools, 501,497 without individual
examination and 1,281,806 on passing a satisfactory examination in reading, >rritiug,
and arithmetic ; 1,142,612 were actually presented for such examination, and, while
636,303 passed the prescribed test without failure in any one of the three subjects,
87.09 pupils out of every 100 examined passed in reading, 79.42 in writing, and 70.15
in arithmetic.

The inspectors also visited 602 schools which do not fulfil the conditions on which
annual grants are made. In these schools 36,088 pupils were present on the day of
inspection.

Elementary nigkt schooh, — The night schools examined during the year were 1,474 in
number ; on the average, 49,858 pupils above 12 years of age were in attendance each
night ; 48,001 pupils were qualified for examination by having made the required num-
ber of attendances during the night school session. Of these, 39,076 were actually
examined, and out of every 100 pupils so examined 88 passed in reading, 70.94 in
writing, and 58.66 in arithmetic.

Training colleges. — The inspectors found 23,053 certificated teachers at work in the
aided schools, while the 40 training colleges were attended by 3,007 students.

The following table of statistics shows the rate of progress in the period which has
elapsed since the passage of the elementary education act of 1870 :

Estimated population

If umber of schools inspected

Annual grant schools :

C Day ■ . ,
Number of departments J

, . . C Day schools . .
Accommodation ^ „. ,^ , ,
( Night schools

Present at examination:

Day scholars

Night scholars

.Average attendance:

Day scholars

Kight scholars

Number of teachers :

Certificated

Assistant

PupU

Studying in training colleges —

Simple inspection schools :

Accommodation

Present at inspcctioo

Average attendance

Year ending August 31 —

1870.

22,

090,163
8^919

12,061

2,504

878,584

434.706
77, 918

152,389
73,375

12,467
1.262

14.304
2,097

53,982
39,122
16,609

1873.

23,356,414
11,846

15,929

1.395

2, 582, 549

1,811,505
85,621

1,482,480
45,973

16,810
1,970

24,674
2,896

82,917
52,496
80,099

1874.

23,648,609
13,163

17,646

1,432

2, 861, 319

10,507

2,034,007
36,720

1, 678, 759
48,690

18,714
2,489

27,031
2,982

01 160
1)0,304
82,192

1875.

23,944,459
14, 140

19,245

1,392

3, 146, 424

13,055

2,221,745
87,666

1,837,180
48,382

20,940
2,713

29,667
2,975

82,688
51,976
25,096

1876.

24, 244. 010
14,970

20.782

1.474

3, 426, 318

14,810

2,412,211
41.183

1,084.573
49.858

23,053
3,173

82.231
8.007

67,471
36.0^
23,159

EDUCATION IN FOHEIGN COUNTRIES. CLXIII

School aocommodation, — The schools in England and Wales visited by the inspectors,
vith reference to annual grants, which provided in 1869 for 1,765,944 pupils, or for
8.34 per cent, of the whole. population, were in 1876 sufficient for 3,426,318 pupils, or
14.13 per cent, of the estimated population. In 1876 accommo<lation was provided by
1,.596 board schools for 556,150 pupils, and 328,671 were in average attendance. The
number in average attendance in voluntary schools since 1869 has increased by
593,503, or 55.83 per cent.

School attendance, — The average attendance in aided schools (day and night) has risen
from 1,225,764 in 1870 to 2,034,431 in 1876. There were, in 1876, 2,943,774 name« of
day scholars on the registers of inspect^jd day schools, of whom 2,412,211 were present
on the day of inspection, and this is the number of children, out of at least four and a
half miUions for whom elementary schools are required, who received more or less
of efficient instruction in such schools. Of the 1,041,219 day pupils below 7, only
501,497 had made the number of attendances requii-ed to bring grants to their schools.
Of the 1,902,555 pupils above 7 borne on the registers of aided schools, l,1.35,.'il7 day
pupils attended 250 times and upwards; 105,791 attended 150 times and upwards ; and
40,498 pupils attended 150 times. There are two and a half millions of children l)e>
tween the ages of 7 and 13 who, as appears from the tables of the registrar gen^^ral,
might be found in elementary schools. Much remains to be done to secure the I'egnlar
attendance at school of a large number of children who ought to be, but are not, under
daily instruction.

Teaching force. — The 14,273 elementary day schools in England and Wales inspected
in 1876 provided accommodation, in 20,782 departments, for 3,426,318 pupils. The
average daily attendance in these schools amounted to 1,984,573, so that each depart-
ment, while providing accommodation for 165 pupils, had an average attendance of
only 95. It has been calculated that under the operation of the education acts the
average attendance will rise to 120; and, assuming that at least 3,250,000 children
in England and Wales ought to be in daily attendance at public elementary schools,
it would follow that about 27,000 separate departments under certificated teachers
will be required as the geueral school supply of the country.

There were on the Slst of December, 1869, 12,842 pupil teachers, 1,236 assistant
teachers, and 12,027 certificated teachers at work in schools under inspection. These
numbers by the 3l8t of December, 1876, had risen to 30,626 pupil teachers, 2,9*21 assist-
ant, and 23,328 certificated teachers; while the pupil teachers in the first of the five
years of their service have increased from 3,:{92 in 1869 to 6,676 in 1876. The extent
to which the training colleges have contributed to the existing supply of efficient
teachers in England and Wales is shown by the fact that, of 10,554 masters employed
in schools in 1875-76, 6,437, or 61 per cent., had been trained for two years; 1,220, or
11.6 per cent., for one year; and 361, or 3.4 per cent., for less than one year; while
2,536, or 24 i)er cent. , were untrained. In like manner, of 12,499 schoolmistresses, 6,435,
or 51.6 per cent., had been trained for two years; 1,168, or 9.3 per cent., for one year;
289, or 2.3 per cent., for less than one year ; and 4,607, or 36.8 per cent., were untrained.
The following table shows the number of teachers in receipt of salaries of certain
specified amounts :

Salariet of certifioated tea<^ter8 for the year ending August 31, 1876.

MKM.

Under £50 146

£50 and less than £75 1,196

£75 and less than £100 3,198

£100 and less than £150 3,952

£150 and less than £200 1,118

£200 and less than £250 349

£^0 and less than £300 96

£300 and over 42

Total 1Q,WI

CLXIV REPORT OP THE COMMISSIONER OF EDUCATION.

WOHRX.

Under £40 726

£40 and less than £45 ^ ^ 6»«

£45 and less than £50 * 738

£50 and less than £75 6,221

£75 and less than £100 2,611

£100 and less than £150 8:^

£150 and less than £200 . 82

£200 and over 9

Total 11,905

Local organization. — Since the year 1873 the school hoards have made consider-
able additions to the school supply of the country. In the year ending August 31,
1876, the number of board schools increased from 1,140 to 1,604, while the accommo-
dation in these schools rose from 387,227 to 556,539, and the average attendance from
231,381 to 333,234. Boards have been established in London, which has a population
of 3,266,987; in 123 boroughs, with a population of 5,543,956; and in 1,6(57 parishes,
with a population of 4,018,833. The total population under school boards is thus
12,829,381.

The following items are taken from the report of Sir Charles Reed, of September 26,
1^77 : Number of schools under the London school board, 242 ; number of departments,
592; number of places, 163,008; being an increase since last year of 25 schools, 86 de-
partments, and 29,:^ school places. The number of pupils on the roll was 164/214 ;
average daily attendance, 132,956, or 80.9 per cent, of those on the roll.

By the Ist of April, 1877, by-laws for enforcing the attendance of children at school
had been sanctioned by Her Majesty, on the application of the school boards in Lon-
don, with a population of 3,266,987 ; in 109 municipal boroughs, with a population of
5,453,724; and in 612 civil parishes, with a population of 2,500,652— total, 11,221,363.

Compulsory attendance imder by-laws is now the law for 50 per cent, of the whole
population of England and Wales, and for about 84 per cent, of the whole borough
population.

School attendance committees, — The elementary education act of 1876, which came
into operation on the 1st of January, 1877, provides for the appointment of a school
attendance committee for every borough and parish for which a school board has not
l>^en elected. Such committees have been appointed in all but 3 of the 103 munici-
pal boroughs which are not under the jurisdiction of school boards.

h. luKLAND: Population in 1876, 5,317,410. Capital, Dublin ; population, 814,066.

According to the official report for the year 1875, the number of pupils of national
schools was 347,814, taught by 9,929 teachers and assistants and 288 teachers of needle-
x-ork. The convent schools had 37,056 pupils and 1,681 teachers.

There has been a reduction in the number of young offenders under detention in
reformatory schools during 1876 as compared with 1875 : the number of inmates being
^35 boys and 225 girls, 1,099 in all, on the 31st of December, 1875 ; and 860 boys and
239 girls, 1,160 in all, on the 31st of December, 1876 — showing a decrease of 61 on the
total number during the year. The number of certificated industrial schools in Ire-
land on the 3l8t of December, 1876, was 50, viz, 41 for Catholics and 9 for Protestants.
The number of inmates was 4,768, viz, 1,841 boys and 2,927 girls.

e. ScoTLAKD : Population in 1876, 3,527,811. Capital, Edinburgh ; population, 215,146.

In December, 1875, there were 2,329 public schools under school boards in Scotland,
with 307,955 pupils on the rolls and an average attendance of 233,130, taught by 3,418
principal teachers and assistants, and 3,024 pupil teachers. There were 165 evening
schools, having 12,343 pupils on the roll and an average attendance of 9,803. In these
schools there were 203 principal teachers, 103 assistant teachers, and 65 pupil teachers.

EDUCATION IN FOREIGN COUNTBIES.

CLXV

The Bchool boards report that dnring the last school year, in carrjiDg out the com-
pulsory clanses of the education act, 7,499 parents have been summoned to appear be-
fore their respective boards, and that notice has been sent to 421 employers ; that 279
parents and 1 employer have been prosecuted; that 197 of the former were convicted,
of whom 135 were fined and 20 imprisoned. The number of children who during one
year have been brought into school by the operation of the compulsory clauses is esti-
mated at 2t:J,054. Of these children, 15,516 belong to towns and 12,538 to rural par-
ijihes.

Elementary schools. — In the year ending August 31, 1876, the insx>ectors visited 2,817
day schools to which annual grants were made, containing 3,051 departments under
separate teachers and furnishing accommodation for 456,428 scholars. There were on
the registers of these schools the names of 433,749 children, of whom 98,789 were under
7 years of age, 306,234 were between 7 and 13, and 28,726 were above 13. Of these
scholars, 376,647 were present on the day of the inspector's visit to their resx>ective
schools, while 329,083 were in daily attendance throughout the year.

General ataHstics of education in Scotland.

Beportmenta

Estimated popnlatioxi

Xomber of schools inspected

AtmhiaI grant schools :

cl>ay

"<Night

. . c i^y »ci»ooi» • •

AccomxDodation . . ^ „. .^ , ,

( Night schools

Present at inspection:

Day scholars

Night scholars

Average attendance :

Day scholars

Night scholars

Number of teaichers :

Certificated

Amistant

PnpU

Stadyiog in training colleges

Shople inspection schools :

Accommodation

Present at inspection

Arerage attendance

Year ending Angust 31—

1873.

430,023
2,108

2,307

2M,072

230,025
2,773

220,508
3,449

2,657

3,610

755

3,647
3,200
1,221

1874.

8, 462, 016
2,600

2,677

102

872,000

1,170

297,247
4,645

263,748
5,555

3,165

3,833

822

10,502
17,329
10,840

1875.

3, 405, 214
2,000

2,046

106

301,538

810

844,131
0,186

303,536
10,628

8,811
120

4.262
050

15,464

13,537

8,810

1876.

3,527.811
2,024

3,051

258

456,428

1,040

376,647
13,008

820,083
15,354

4,140

160

4,640

1,023

6.558
6,677
3,462

Sckool attendance. — The efforts of the school hoards are in some cases hindered hy
the serious cost of prosecuting parents who fail to discharge their duty to their chil-
dren, and hy the long interval (three months) that must elapse after a conviction
before proceedings can be taken against offenders.

CLXVI BEPORT OP THE COMMISSIONER OF EDUCATION.

The following table shows the total number of children from 5 to 14 years of age:

Age.

5to6..

6 to 7 .

7 to 8.
8to9.
9 to 10

10 to 11 .

11 to 12

12 to 13 .

13 to 14.

Number of
children.

Total

90,824
86.610
85,853
81,905
79,830
81, 478
70,022
78, 141
76,671

737,334

Number of
children
on the roll.

32,774
54,319
56,382
57,156
57,049
54.592
46.875
34,180
16,992

410, 319

Percent-
age.

36.08
62. 7 J
65.67
69.78
71.46
67.00
6L66
43.74
22.16

55.65

Gbebce, constitntional monarchy: Area, 19,941 square miles; population in 1870, 1,457,894. Capital,

Athens; population, 44,510.

The numberof primary schools was, in 1875, 1,227, and the number of pupils, 81,449.
For secondary education there were 15 gymnasia and 144 Hellenic grammar schools,
with 7,780 pupils ; 23 private institutions, with 1,589 pupils; and 10 higher schools for
girls, with 900 pupils. The University of Athens had 43 professors and 1,352 students.

Italy, constitutional monarchy: Area, 114,296 square miles; population in 1877, 27,769,475. Capital,
Home ; population, 244,484. Minister of public instruction, De Sanctis.

Primaij" education is compulsory throughout Italy. The number of public day
schools in 1877 was 37,642. In addition to the«e there were 9,560 private schools.
The number of pupils in the public day schools was 2,299,758. The number of teachers
of public schools was 37,632. The normal schools numbered, in 1875, 193, and the
number of students, 8,460.

For secondary education there were, in 1875, 107 g3rmnasia, with 9,296 pupils, and
80 lyceums, with 5,132 pupils.

For superior education Italy had, in 1877, 17 state universities, viz : Bologna, 5^1
students; Cagliari, 72; Cantania, 153; Genoa, 440; Maccrata, 47; Messina, 96; Modena,
216; Naples, 2,648; Padua, 907; Palermo, 360; Parma, 187; Pavia, 642; Pisa, 553;
Rome, 624; Sassari, 77; 8iena, 153; and Turin, 1,435. The foregoing institutions are
entirely supported by the state. There were besides 4 free universities, which are
supported by provinces and communes. They are Camerino, 28 students; Ferrara,
57 ; Perugia, 63 ; and Urbino, 55.

Netheslands, constitutional monarchy: Area, 20,527 square miles; population in 1876, 3,865,456.

Capital, The Hague ; population, 104,095.

Primary education. — ^The condition of primary schools in 1875 is reported as follows:
The total number of public and private schools was 3,817, with 11,975 teachers. The
number of pupils in the same year was 487,070, viz : 255,464 boys and 231,606 girls.
The evening and review schools were frequented by 48,500 pupils, viz, 26,689 males
and 21,811 females.

The total expenditure for primary education in 1875 was 7,127,001 florins (the florin
= 38.5 cents). Of this amotmt 698,465 florins were supplied by the government and
the rest by the provinces and communes.

The minimum salary of teachers was 200 florins and the maximum 3,000. Thirty-
six teachers received pensions in 1875, the minimum being 100 florins and the max-
imum 1,134 florins.

Teaohere^ »eiiiinarw».— In 1875 the Netherlands had 3 state teachers' seminaries, with

EDUCATION IN FOREIGN COUNTRIES. CLXVII

95 stndeBts, 33 of whom were females. The expenditure for the Beminaries in the
ame year was 126,605 florins.

In/ami $chooU. — The number of public and private infant schools in 1875 was 705,
aEkd the number of teachers 2,222, viz, 39 males and 2,183 females. The number of
pupils in the same year was 73,018^ viz, 38,852 boys and 34,166 girls.

Secondary ediicaii<m. — According to the official report for 1875-76, the total number
of burgher schools was 35 and the number of pupils 3,992; the number of higher
burgher schools was 51, with 3,812 pupils. The number of pupils of the two agricult-
JsnJ schools was 28. The polytechnic school had 263 students.

The total expenditure of the state and of the communes for secondary education
UDoiinted to 1,691,518 florins.

Superior instruction. — The higher institutions of learning consist of the universities
St Leydon, Utrecht, and Groningen, the athenaeums of Amsterdam and Deventer, and
the so called Latin schools, the number of which is 51. The total number of students
in the oniversities was, in 1875-76, 1,684, viz : 980 in Leyden, 527 in Utrecht, and 177
in Groningen. The athenaeum of Amsterdam had 381 students. The total number of
popils of the 51 Latin schools was 1,260. The state grant for higher education in
1875-76 amounted to 829,219 florins.

Higher schools for girls. — The number of higher schools for girls has increased from
4 in 1874 to 9 in 1875. The total number of pupils was in the latter year 691.

Dmtriii^ schools. — The Netherlands have also 39 drawing schools, with 168 teachers
tnd 3,904 papils ; 11 navigation schools, with 25 professors and 541 students ; 2 schools
fefthe blind, with 120 inmates; a school for deaf-mutes, with 131 inmates; and a vet-
mnary school, with 49 students,

PoKTUCAi., ocnuititiitional monarchy : Area, 38,510 square miles; population, 4,420,332. Capital, Lisbon;

population, 275,286.

Primary schools. — In 1862 there were in Portugal 1,336 public schools for boys and
127 for ^irls. In 1874 there were 1,987 of the former and 458 of the latter, with 1,987
male and 458 female teachers. The total number of pupils was 113,097.

Secondary schools. — There are 17 secondary schools, called lyceums, with 6,883 pupils.

Superior education. — For superior education Portugal has the University of Coimbra
aad several polytechnic and other special schools. The university had, in 1874, 947
stodenta.

yr-JMOA absolute monarchy: Area, 8,444,766 sqnare miles; population, 85,685,945. Capital, St. Peters

burg; population, 667,926.

Th« Hchool population of Russia is 12,213,558, viz, 5,803,656 boys and 6,409,902 girls.
Of this number only 6.9 per cent, attend school.

The sum assigned in the budget of the school year 1877 for education is 15,971,289
Ttrtibles (the rouble =73.4 cents). There are eight universities (not reckoning that of
Helsiii;j;ibrH, in Finland), with 5,629 students. Of these 85 study theology, 583 philoso-
phy, l,t529 law, 30 Eastern languages, 6?2 mathematics, 550 natural sciences, and 2, ICO
Bfepdicine. There are 53 ecclesiastical seminaries, with 12,227 students ; 195 6>innasieu
and Progymnasien, with 50,701 pupils; 56 middle class schools, with 10,888 pupils ; 19
■lilitary schools, of which the number of pupils is not given. For females there are
Gymuasien and Progymnasien, with 34,878 pupils. The number of normal schoola
68 and the number of students 4,968. The total number of elementary schools in.
m is 25,491, with 1,074,559 pupils.

, easHiitistional monarchy: Area, 182,758 square miles; population, 16,835,506. Capital, Madrid!

population, 475,785.

Primutry education. — Spain has 22,625 public schools, of which 16,294 are for boy*
and 6,331 for girls; the number of private schools is 5,135, of which 2,901 are for
and 2,234 for females — making a total of 27,760 primary schools. The number

CLXVjn BEPOET OF THE COMMISSIONER OP EDUCATION.

of male pnpils in the public scliools Acas 745,686, and of female pupils 441,773; making
a total of 1,187,459. The private schools have 194,513 pupils, viz, 96,753 boys and
97,760 girls.

Sweden, o<m«titatloiial monarchy : Area, 170,079 square miles ; population, 4,429,713. Capital, Stock-
holm ; population, 157,215.

Elementary schools, — The number of pupils between the ages of 9 and 14 is 734,165.
The total number of popular elementary schools is 8,127 and the number of pupils
842,098. The total nimiber of elementary teachers is 7,815, of whom 5,039 ore males
and 2,776 females.

Secondary schools. — For secondary education Sweden has 96 schools, with 967 teach-
era and 12,245 pupils.

Superior education. — For superior education there are two universities, viz: Upsala,
with 104 professors and 1,480 students; and Lund, with 69 professors and 523 students.

Special education. — For special education Sweden has two polytechnic schools, a
royal academy of fine arts, a pharmaceutical institute, a forest institute, a veterinaiy
school, and a school for midwives.

SwiTZKBLAKD, Confederate republic : Area, 15,233 square miles; population, 2,759,854. Capital, Berne;
population, 36,001. Director of the federal statistical bureau, Dr. J. J. Kummer.

Polytechnic education. — The federal polytechnic school at Zilrich had, in 1876, 690
students, against 701 in the preceding year.

Superior education. — Switzerland has three universities, viz: Basel, with 65 pro-
fessors and 199 students ; Berne, with 77 professors and 351 students ; and Ziirich,
with 79 professors and 349 students.

Education of teachers. — There are 32 teachers' seminaries. The course of study in
these institutions embraces i)edagogy, religion, German, French, arithmetic, geome-
try, history, geography, natural history, singing, playing on musical instruments,
penmanship, drawing, gymnastics, and agriculture.

Turkey, absolute monarchy: Area, 1,742,874 square miles; population, 31,939,738. Capital, Constanti-
nople; population, 600,000.

A law relating to public instruction, designed to spread education over the empire,
was issued by the government in October, 1839; but there has been no attempt of any
kind made to execute the law in subsequent years.

n.— Asia.

Jai*ak, absolute monarchy: Area, 156,604 square miles; population, 32,794,897. Capital, Tokio; popu*

lation, 674,447. Acting minister of education, Tanaka-Figimaro.

The following account of education in Japan is condensed from the third annual
report of the minister of education, dated Tokio, 1877, covering the transactions of the
year 1675:

Elementary instruction. — The number of elementary schools in all the seven grand
school districts was 24,225, of which 21,988 were public and 2,237 private schools.
This, as compared with the preceding year, shows an increase of 4,292 public schools
and a decrease of 84 private schools, the net increase being 4,208 schools. The total
number of elementary school districts was 45,778. The number of teachers was 44,501,
of whom 40,511 were male and 538 female teachers of public schools, and 3,196 were
male and 256 female teachers of private schools. As compared with the preceding
year this shows an increase of 7,691 male and 81 female teachers of public schools, and
a decrease of 192 male and an increase of 51 female teachers of private schools. The
total number of pupils was 1,926,126, of whom l,ti77,591 were male and 426,438 female
jpupils of public schools, and 84,408 were male and 37,629 female pupils of private
schools. This shows a total increase since last year of 211,358 pupils.

EDUCATION IN FOREIGN COUNTRIES. CLXIX

The population Ib eetimated at 34,008,087, of whom 5,167,667 are children of school
age (6-14), or 15.2 per cent, of the whole population. The nnmher of children of school
age who received education during the year was 1,828,474, and the nnmher of those
of school age who received no education was 3,339,193. Of those who received educa-
tion, 1,365,305 were males and 463,169 were females.

Normal icKools. — The number of normal schools was 90, of which 8 belonged to the
government and 82 were instituted by local authorities. The total number of teachers
of normal schools was 588, of whom 583 were males and 5 females. The number of
students was 7,696, of whom 7,589 were males and 107 females. The number of stu-
dents to whom certificates were granted by the government normal schools was 232, and
the number of those who received certificates from local normal schools was about 665.

Colleges. — The Tokio Kaiseigakko had 40 professors, of whom 21 were natives and 19
foreigners. The number of students was 324. The annual expenditure of the college
was 173,940 yen (yen =99.7 cents).

The Tokio Igakko (medical college) had 29 professors and 488 students. The total
exx>enditure during the year was 112,462 yen.

Besides the above colleges, there are 6 schools of special sciences under the control
of local authorities, namely, an agricultural school, 3 medical schools, a school of law,
and a school of surveying. The number of teachers in these schools was 10 and of
students 124.

Foreign language mskooU, — The foreign language schools are institutions in which
students are instructed in a foreign language and in a general course of study con-
dnct'Cd in that language. There is one foreign language school in which French,
German, Russian, and Chinese are taught. Besides this institution, there are 96 for^
eign language schools in which the English language is used, 4 in which French and 2
in which German are used; number of teachers engaged in all these schools, 411 — 341
natives and 70 foreigners. The number of pupils was 6,765, of whom 6,392 were males
and 373 females.

The Tokio female school was greatly enlarged. The number of teachers was 10 and
of pupils 127.

Financef, — ^The income of the public schools was 6,238,096 yen during the last year,
an increase of 1,874,862 yen over the preceding year. The total expenditure was
4,210,473 yen, or 1,015,195 more than during the preceding year.

The following letter from Hon. David Murray will explain itself:

MoMBUSHO (Department op Education),

TokiOf Japan, July 14, 1877.

Dear Sir : Tour favor of June 6 was received by the last mail. I can easily make
plain the facts about the suspension of schools.

Many erroneous statemeuts appeared in the Tnglish papers here, chiefly caused by
mistranslations of government notices. When the appropriation was reduced in Jan-
nary the department at once began to cast around for ways in which to bring its
expenses within the reduced appropriation.

It had under its direct control the following institutions, viz: University of Tokio,
Me<lical College of Tokio, Tokio English Language School, Tokio Foreign Language
School, Tokio Normal School, Tokio Female Normal School^ Tokio Girls' School, Osaka
English Lanpuacro Soliool, Osaka Normal SchooL Nagasaki English Language School.
Nagasaki Normal School, Hiroshima English Language School, Hiroshima Nonual
School, Aichi English Language School. Aichi Normal School, Niigata English
Language School, Niigata Nonual School, Miyagi English Language School, and
Miyagi Normal School.

ill these schools were mainly supported by the annual grant made to them by the
Mombusho; they were all governed and managed by directors api)ointed by the Siom-
hasho. The otier objects on which the department expended its appronnation were
(1) administration, (2) the erection of school buildings for the above scuools, (3) the
preparation and publication of school books, (4) the collection and manaj^ement of an
educational museum and library, and (5) an annual grant for the maintenance of
elementary schools in the provinces.

When the crisis came it was not easy to decide which of these could be best cut off
or curtailed. Finally, after much consideration, it was resolved (1) to reduce the
administration to its most economical point ; (2) to leave the apprm)riatiou to ele-
mentary schoolfl virtually unchanged ; (3) to maintain the schools of Tokio ttii^O«»»i&Sb

CLXX REPORT OP THE COMMISSIONER OF EDUCATION.

with reduced appropriations, but still eflSciently ; (4) to consolidate the pcirls' school
of Tokio with the fomale normal school, for economy of administration. [This is one
point of the special inquiries you make. The female normal school has not been
abandoned, and the girls' school has been attached to this as a department. This was,
no doubt, a matter to be regretted: it gave, as you say, the impression that female
education was being relin([uished ; but such is not th^case, certainly no more than
necessity has required. ] (5) To transfer as far as possible to the local governments
the support and management of the normal and English language schools ; negotia-
tions were at once be^un with the local governments, and with only one or two excep-
tions, the schools established by the department have been assumed by the local gov-
ernments ; the negotiations in regard to the English language school at Nagasaki have
not been successful, and it may have to be closed.

Under this new arrangement it cannot be claimed that the institutions will be ag
well managed: fewer foreign teachers will be employed, and the appliances of educa-
tion will be less liberally provided; but it was better than abandonment. It has been
a most gratifying circumstance that the local communities have been unwilling to lose
the schools which had been opened, and cooperated heartily with the local govern-
ments in arrangements for their continuance.

Such, my dear general, seems to be a full answer to the very natural inquiries you
make.

We cannot deny to ourselves that our educational schemes have been going through
a very severe trial ; and as the resources of the country are quite likely to be much
constricted for some time to come, the officers of the department are busily consider-
ing in what way the system may be modified to meet the prospective changed condi-
tion. A new educational law is under consideration, and when issued will be intended
to meet a condition of things in which less can be done for education by the central
department and more left to local enterprise. How best to secure the benefits of local
enterprise, and at the same time retain the necessary safeguards which will insure
good plans of study, good teachers, liberal equipments, &c., is a problem of no little
difficulty, but with which we are just at this moment brought face to face.

I hope the impression here is we'll founded that the war is nearly at an end. It will
be a happy day when it is. And yet, as in our o\\'n case, troubles do not end when the
war ends.

With high respect, I am, very sincerely yours,

DAVID MURRAY.

Hon. John Eaton,

Commissioner of Education,

. m.— Africa.

EoTPT, a dependency of Turkey in Africa: Area, 1,406,250 square miles ; population, 16,952,000. Cap*

ital, Cairo; population, 349,883.

The government schools, which were first erected in 1868, have at present about
8,000 pupils. Egypt has besides these a largo number of missionary and foreign
schools. One of these schools at Alex^andria has 500 pupils.

IV.— South Ambbica and North America.

Argextixb Confedebatiox, federal republic : Area, 515,700 square miles; population in 1869, 1,877,490,
Capital, Buenos Aj-res; population, 177,787. Minister of public instruction. Dr. O. Leguizamon.

The number of primary schools is 1,816, of which 1,327 are public and 489 private.
The number of pupils is 109,941, of whom 85,672 are in public schools and 24,269 in
private schools. The number of teachers is 2,868, viz, 1,593 males and 1,275 females.

For secondary education there arc 17 colleges, with 453 students, and for superior
education there is a university, with 1,495 students.

Brazh^, constitutional monarchy : Area, 3,287,964 squaro miles; i>opnlation, 9,448,233. Capital, Rio do
Janeiro ; popnlation, 274,072. Minister of the interior, A. da C. Pinto e SQva.

Brazil has 5,890 primary and secondary schools, with 187,915 pupils; 19 higher re-
ligious seminaries, with 1,368 students; 1 polytechnic school, with 399 students; 2
medical faculties, with 950 students ; 2 faculties of law, with 406 students; a commer-
cial school, with 57 students ; a musical observatory, with 108 students ; and several
charitable institutions.

The regulations relating to compulsory attendance are enforced only in the capital

EDUCATION IN FOREIGN COUNTRIES. CLXXI

of the empire and in a few provincial towns. The great distance of many dwellings
torn school-houses has made general compulsion hitherto impossible.

Caxapa, Dominion of Cuiada, British i>08ses8ion: Arpo, 3,483,952 nqoare miles; jMpnlfttion in 1871,

3,602,321. Capital, Ottawa; population, 21,545.

The Dominion of Canada consists of the provinces of Ontario, Quebec, Nova Scotia,
New Brunswick, Manitoba, British Columbia, and Prince Edward Island. The prov-
inces have full power to regulate their educational affairs. A statement of the condi-
tion of these is here presented.

0. OsTABio : Area, 121,260 sqnare miles; popolation, 1,620,851. Capital, Toronto; population, 46,092.
Minister of education, Adam Crooks. Deputy minister of education, J. G. Hodgins.

The following information is derived from the report of the minister of education for
the year 1876:

Income and expenditure. — The total receipts for all public school purposes for the year
1876 amounted to $3,3i^,655, showing an increase of $28,201 over the total receipts of
the preceding year. The total expenditure for all public school purposes amounted to
13,006,456; increase, |13,375.

Sdiool population. — ^The school population (5-16) was 502,250; increase, 1,167. The
namber of children of school age attending school was 464,364; increase, 13,559.
Nomber of pupils of other ages attending school, 26,173 ; increase, 2,737. Total num-
ber of pupils attending the schools, 490,537 ; increase, 16,296. The ages of pupils were :
1,321 under 5 years of age; 253,994 between 5 and 10; 212,499 between 11 and 16;
22,723 between 17 and 21. The number reported as not attending any school is 9,260 ;
decrease, 1.549. These were between the ages of 7 and 12 years, which are the ages
fixed by the statute during which all the children should receive instruction in some
BehooL The average attendance, viz, the aggregate daily attendance divided by the
legal number of teaching days in the year, was 212,483 ; increase, 13,909.

Teachers. — In the 5,042 schools reported 6,185 teachers have been employed; in-
crease, 167; of these, 2,780 are males and 3,405 females. The teachers are reported
to be of the following religious persuasions : Church of England, 942 ; Church of Rome,
7r9; Presbyterians, 1,874; Methodists, 1,973; Baptists, 344 ; Congregational ists, 74 ;
Lotherans, 29 ; Quakers, 23 ; Christians and Disciples, 60 ; Protestants, 35 ; Plymouth
Brethren, 16 ; Unitarians, 3 ; other denominations, 33. The highest salary paid to a
male teacher in a county is $800, the lowest $120 ; in a city, the highest $1,000, the
lowest $500 ; in a town, the highest $1,000, the lowest $200. The average salary of
female teachers in counties is $240 ; in cities, $314 ; in towns, $267.

Sckools. — The number of schools reported is 5,042 ; increase, 208. The whole num-
ber of school-houses reported is 4,926, of which 1,417 are brick, 514 stone, 2,253 frame,
and 742 log. The number of Roman Catholic separate schools is 167, with 25,294
pnpil» and 302 teachers. There are 104 high schools in the province, with 8,541 pupils.
The Toronto normal school had 7,706 students, of whom 3,861 were males and 3,845
females. Ontario has besides 16 colleges, with 700 student^, and 297 academies and
higher private schools, with 7,9^ pupils.

Public librariea. — The nimiber of free libraries, exclusive of subdi visions, is 1,450;
number of volumes, 281,586. The number of Sunday school libraries reported is 2,532 ;
number of volumes in these libraries, 387,757. Other public libraries reported, 159,
with 142,954 volumes.

EducaUowU progress. — The following data will show what has been accomplished
educationally in Ontario during the last thirty years : In 1842 the number of publio
schools was only 1,721 ; in 1851 this had increased to 3,001 and in 1876 to 5,042, and
the number of pupils attending them from 168,159 in 1851 to 490,537 in 1876. The
amount paid for the support of the public schools has been increased from $468,644
in 1851 to $3,006,456 in 1876.

CLXXn REPORT OF THE COMMISSIONER OP EDUCATION.

h. QUEBEC: Area, 210,020 square mile«; i>opulatioii, 1,191^516. Capital, Qaebeo; populaiioo, 9O.0B6;

Saperintendent of public instruction, G. Ouimet.

The statistics following are derived from the report of the superintendent for tho
year 187(>-77 :

The Province of Quebec had, in 1876-77, 3,631 elementary schools, with 146,777
pupils on the rolls and 107,651 in average attendance ; 84 model schools for boys, with
7,274 pupils on the rolls and 5,870 in average attendance; 39 model schools for girls,
with 4,337 pupils on the rolls and 3,615 in average attendance ; 149 mixed model
schools, with 7,324 boys on the rolls and 5,592 in average attendance, and 7,068 girls
on the rolls and 5,335 in average attendance ; 54 academies for boys, with 10,363 stu-
dents on the rolls and 8,853 in average attendance ; 129 academies for girls, with 19,261
pupils on the rolls and 16,653 in average attendance ; 37 mixed academies, with 1,471
pupils on the rolls and .1,037 in average attendance ; 71 Catholic elementary schools,
with 2,478 pupils ; 3 Catholic superior schools, with 192 pupils ; 128 Protestant element-
ary schools, with 3,553 pupils; 9 Protestant superior schools, with 553 pupils; Wd
independent elementary schools, with 7,879 pupils ; 62 independent superior schools,
with 4,299 pupils ; 42 colleges, with 8,307 pupils; and 3 normal schools, with 309 pupils.
The total number of educational institutions of all kinds is 4,571 ; the total number
of pupils, 232,765, viz, 117,686 boys and 115,079 girls; and the total of average attend-
ance, 178,621. The number of male teachers is 1, 146, and that of female teachers 4,776.
The province has 219 public libraries, with 187,2% volumes.

e. Nova Scotia: Area, 18,660 square miles; population, 387,800. Capital, Halifax; population, 29,582.

Superintendent of education, A. S. Hunt.

From the annual report for the year 1876-^77 the following data have been derived :
The whole exjjenditure for education amounted to $681,134, of which the govern-
ment contributed $204,266. The number of school sections was 1,770, showing an
increase of 16 over the preceding year. During the winter term there were 1,731
schools in operation, with 80,788 pupils and an average daily attendance of 46,380;
during the summer term, 1,871 schools, 83,941 pupils, and an average daily attendance
of 47,000. The total number of teachers and assistants was, winter term, 1,829 ; sum-
mer term, 1,947. There were 76 new school-houses built in 1877, and 58 more begun.

d. Bbttibh Columbia: Area, 213,000 square miles; population, 10,586. Capital, Victoria; population

in 1871, 4,510. Superintendent of education, J. Jessup.

The number of children between the ages of 5 and 16 is 2,734, of whom 1,888 attend
schobL To these may be added 50 pupils above 16 years of age, making 1,938 in all,
viz, 1,071 boys and 867 girls, an increase of 253 over last year. The above numbers do
not include the three principal centres of population, namely, Victoria, Nanaimo, and
New Westminster, from which no statistical reports have been received. — (Keport of
superintendent, 18f6-'77.)

e. Pbince Edward Iblajo): Area, 2,173 square miles; i>opulation, 94,021. Capital, Chariottetown ; pop-

ulation, 8,807. Secretary of the board of education, Donald McNeilL

The province had, in 1876, 417 schools, with 15,431 pupils on the rolls, viz, 8,150bo3r8
and 7,281 girls. The average daily attendance was 8,799. One hundre<l and fifty-seven
schools were taught by females, at salaries varying from $113 to $129. The salaries of
male teachers varied from $146 to $324. The normal school was attended by 154
students.

No reports have been received from New Bnmswiclr and Manitoba.

Jamaica, British colony: Area, 6,400 square miles; population, 441,264. Capital, Kingston; pcpnla-

tion, 40,000. Superistendent of schools, John Savage.

The totAl number of children of school age (5 to 15) is 123,824, and the total number
of children attending school, 46,000. The number of elementary schools is 486; that
of endowed schools^ 25 ; and of normal schools, 7. The latter are frequented by 124
pupils.

EDUCATION IN FOREIGN COUNTRIES.

CLXXIII

Iflxzco, fedezal republic: Area, 743,048 square mfles; popnlfttioxi, 0,843,470. Cspital, Kexioo; popn-

lation, 200,000. MiniBter of the interior. T. Garcia.

Mexico baa 338 primary schools, with 22,407 pupils ; a preparatory school, with 602
papils; a business college, witb 640 pupils; a lawscbool, witb 158 students; a school of
medicine, with 126 students ; a school of engineering, witb 58 students; a school of fine
arts, witb 600 students; an industrial school, witb 157 students; and a school of agri-
enltore and veterinary surgery, witb 29 students.

Y. ~ Australasia.

Xiw South Wales, British colony: Area, 323,437 square miles; population, 503,961. Capital, Sidney;
population, 134,755. Secretary of the <M>i]ncil of education, W. WUkins.

The following statement, drawn from tbe official educational report for tbe year
1876, shows tbe progress made during tbe last ten years :

In tbe ten years from 1867 to 1876, inclusive, while the x>opulation of tbe colony
ncreased from 431,412 to 629,776, or 46 per ceilt.,the number of public scbools has
ncreased from 259 to 503, or 92.2 per cent. In addition to these, 279 provisional
Bebools and 1 10 half time schools are now in operation, these classes of scbools having
been brougbt into existence for tbe first time under the public scbools act. The total
increase of tbe number of scbools, other than certificated denominational scbools, is
therefore 633, being at tbe rate of 244 per cent. On tbe other band, tbe number of
certificated denominational scbools has fallen from 310 to 181, or 41 per cent. Tbe net
increase of all scbools, from 569 to 1,073, is 88 per cent.

The number of pupils enrolled, baving been 47,663 in tbe first quarter of 1867 and
111,269 during the year 1876, has increased by 63,606, or 133 per cent. Tbe amount of
fees has increased at tbe rate of 100 per cent.

The number of new school-bouses erected was 199, to whicb may be added 61 otbers
in course of erection. •

The total number of teachers, assistants, and pupil teacbers bas increased from 971
to 1,583, or 63 per cent. Tbe number of teacbers who have been under training is 681.

The following table exhibits for tbe quarter endiug December 31, 1876, the number
of pupils enrolled, tbe average attendance, and tbe relative proportions of these num-
bers:

Localitiea.

Cities and suburbs

Lirge towns

Snail towns

Mining districts . . .
SonldistricU

Total

27,742
4,369

13,807
7,338

24,113

70,050

■9 c.

.2 «

18, 350. 6
2, 017. 5
0, 070. 3
4. 875.

10, 634. 1

51,857.1

• * B ,

h ^ s 3

S « a 9

66.1
66.7
67.7
66.4
68.0

67.3

5iw Zkalaxd, British colony: Area, 106,250 square miles; population, 300,075. Capital, Auckland;
population, 21,500. Superintendent of education, J. Williamson.

New Zealand baa 140 scbools, witb 8,284 pupils on tbe rolls and 4,929 in average
attendance. Tbe number of teacbers is 178. Tbe Auckland College and Grammar
Sobool has 7 teacbers and 164 students.

QCSKSBLAXD, British colony: Area, 678,600 square miles; population, 181,288. Capital, Brisbane;
population in 1871, 10,413. Secretary of the board of education, E. Butterfleld.

On the 1st of January, 1876, tbe education department found 222 primary scbooU
in operation in tbe colony, of wbicb 156 were state scboolB, 42 proyiBional BcbooU, wsA

CLXXIV REPORT OF THE COMBdlSSIONER OF EDUCATION.

25 non-vested schools. During the year, the total number increased to 263. Fifteen
new state schools and 24 new provisional schools were opened.

The total number of children enrolled in 1876 was 36,271, against 33,778 in 187.5 — an
increase of 2,493. The mean number enrolled was 24,369 in 1875 and 26,949 in 1876—
an increase of 2,580. The average daily attendance was 18,534.

The number of teachers employed was 617, of whom 335 were males and 282 females.
The time devoted to secular instruction in all but infant schools is five hours on every
day of the week except Saturday and Sunday. The number of ordinary school days
in the year was 220.

The children attending the schools vary in age from 4 to 16. They are admitted to
infaut schools at the age of 4 and into other schools at the age of 5. The gross expen-
diture of the education department for primary schools in 1876 was £73,131.

Tashaxia, British colony: Area, 26,215 square miles; population. 104,217. Capital, Hobari Town;
population, 19,092. Presideyit of the board of educatten, Henry Butler.

During the year there were 154 schools in actual operation ; total number of children
on the rolls, 12,271 ; average daily attendance, 5,703. During the year 1876 there were
158 schools in operation, and the nimiber of children on the rolls was 12,231. The
total expenditure in 1876 amounted to £15,484.

YlCTOBiA, British colony: Area, 88,198 square miles; population, 823,272. Capital, Melbourne; popu*

lation, 54,993. Minister of public instruction, W. CoUaixl Smith.

The following information is derived from the report of the minister of public in-
struction for the year 1876-77 :

The estimated number of children of school age (6-15) is 196,047 ; the following table
shows the attendance of children at school :

Children in attendance at —

Private schools

Colleges, grammar schools, Slo

Keformatory schools

Industrial schools

Total

Of sflkool age
(6-15).

22,863
833
135
856

24,687

Under and

orer school

age.

6,075

202

116

6,477

Total

28,038

1,035

210

072

31,164

The number of state and capitation schools in operation during the year 1876, with
the pupils attending them, is shown in the following table :

1876.

State schools and state night schools
Capitation schools

Total

I>educt for schools closed

Baluice

Number of
schools.

1,457
67

1,524
26

1.498

Total number
of children
enrolled dur-
ing the year.

222,373
12, 913

235.286
3,726

231,560

Average at-
tendance
throughout
the year.

103,026
5,788

108,814
2,056

106,758

Of the estimated number of children of school age, 196,047, there were 152,147 at-
tending schools supported by the state, 750 capitation schools, 22,863 private schools,
833 grammar schools, 991 industrial and reformatory schools; 7,000 were taught at
home, and 11,463 were educated up to the compulsory standard and removed from
achooL

INSTRUCTION IN ART. CLXXV

Druant officen. — Truant officers have been sent to all the centres of population, with
a view of prosecuting parents who persist in neglecting the education of their chil-
dren. One hundred and fifty-eight prosecutions have already been made, which have
resulted in 157 convictions and 1 dismissal.

Teachers, — The total number of teachers was 3,576, of whom 1,325 were head teach-
ers, 757 assistant teachers, 529 work mistresses, and 965 pupil teachers.

DfSTRUCTIOK IN ART.

The interest awakened throughout the country by the Centennial Exhibition in the
whole subject of art in its relations to industries, and in its special development in
works of strictly high art. continues. In my report for 1876 a compreheuHive state-
ment was made of the art exhibitions, museums, schools, and academies which were
either opened for the first time in the centennial year or which were then reopened.
All these institutions seem to be prospering; and all the art schools, both those
of high art and those especially aiming to teach the industrial applications of art,
are crowded with eager pupils. In the cities and towns in which drawing has been
for some years taught in the public schools, the evidences of progress have been
BO apparent as to commend the study to all classes. Art loan collections are be-
coming a recognized feature in many cities and towns, and it is safe to say that at
present interest in all matters pertaining to art is more generally diffused throughout
the community than at any former period in the lustory of the United States.

The economic relations of art are beginning to be understood, and the fact that such
principles of art knowledge can be given in the public schools as shall enable the
pupils to become available as producers in art industries is beginning to be appreciated.
When confidence in this public school training in industrial art shall have become
geaeral, a very marked increase in the art productions of the United States may be
expected.

A movement looking to the combination of a mart for the sale of art' works witu
classes for giving practical training in art industries has been initiated in New York,
under the designation of the Society of Decorative Art, which promises to become per-
manent and to be followed by the establishment of similar societies in other cities.

8ome knowledge of the history of art and of the sBsthetic development of man seems
to be more and more considered an essential part of higher education by the colleges
and universities. The public lectures on art, the frequent exhibitions, the increasing
number of art publications, and the attention given to art topics in the current maga-
zine Uterature, all evince the awakening interest of the public in art matters.

In pnbUc collections of works of art, as well as in all museums of natural objects
and in public libraries, a notable change has taken place during the last few years,
owing to a fuller recognition of the educational value and possibilities of such collec-
tions.

So fSar as relates to art museums this change may be ascribed largely to the influence
of the example set by the character and management of the South Kensington collec-
tions, which, in turn, grew out of the Hyde Park World's Fair. The value of such
collections in developing the public taste and in affording direct instruction to those
who wish to apply the arts to industries, which has been widely recognized in Great
Britain and in the continental countries of Europe, is beginning to be understood in
this country, and an art museum no longer means, as it has done until very recently,
simply a collection of paintings, of statuary, and possibly of a few engravings ; it now
comprises nearly everything to which artistic treatment may he applied. Art is
rapidly beconung comprehensive, and the artist is free to use whatever material may
suit his purpose. Art, long divorced from the interest's of the conmion people, becomes
allied to the common industries and the common needs of all, and the artisan and the
artist, as in the best days of art, are rapidly recognizing their mutual relation and
dependence.
The foundation of the Pennsylvania Museum and School of Industrial Art, which

CLXXVI REPORT OP THE COMMISSIONER OP EDUCATION.

is the outcome of the Centennial Exhibition, jnst as South Kensington was the out-
come of the Hyde Park Exhibition, is the first working example of such a museum
and school in this country. The collections of examples of industrial art which are to
be seen in the halls of the Memorial Building at Fairmount Park, Philadelphia, ex-
cluding, as t^ioy do, canvass, marbles, and engravings — formerly the sole stock of
an art museum — are calculated to impress the beholder with a new sense of the possi-
bilities of industrial art and of its immense importance to a country in an economic
point of view.

The Massachusetts State Normal Art School, Boston, under the direct charge of
Prof. Walter Smith, State art director, has been the pioneer in this field, and is doing
excellent work in the training of those who shall be able to disseminate widely the
kind of instruction essential to the development of a large number of workers in in-
dustrial art, which must be preliminary to any important development of art indus-
tries in this country. The collections of the Boston Museum of Art, while rich in
works of high art and in the material necessary to train artists, are also well provided
with examples of the application of art to various industries.

The loan collections of the Metropolitan Museum, in New York, have been arranged
with special reference to their educational infinence : the development of this mnseum
into an institution similar to that of South Kensington having been the design of ita
founders and the plan which has been kept constantly in view, though the high art
features and the archaeological specialty of the museum have been in no way neg-
lected. A great expansion of its work in the way of schools and direct instruction,
not as yet attempted, may be anticipated when it removes to the permanent quarters
providing for it in Central Park. In the selection of the site and in the plans of the
buildings, every provision for this anticipated growth and varied development has
been made.

In direct training of pupils in industrial art, the Woman's Art Schools of the
Cooper Union have been conspicuous. The Schools of Desigu in Philadelphia, Cin-
cinnati, St. Louis, and Pittsburgh have given much attention to practical instruction
in art industries. The Lowell School of Practical Design, Boston, Mass., is a fr(^e
school for technical instruction in the direct application of art to manufactures. The
Free School of Art of Cooper Union, the Franklin Institute Drawing Classes, Phil-
adelphia, and the night art classes of the Maryland Institute, Baltimore, give free
instruction to boys and men in mechanical and free hand drawing. The Free Insti-
tute of Industrial Science at Worcester, Mass., gives theoretical and practical training
in the industrial arts.

In high art training the leading schools are those of the Pennsylvania Academy of
Fine Arts, Philadelphia ; the National Academy of Design, New York ; the classes of
the Art Students' League, New York ; the Brooklyn Art Association ; the Yale School
of Fine Arts, Yale College, New Haven, Conn. ; the Museum of Fine Arts, Boston ; the
School of Design of the San Francisco Art Association; the Chicago Academy of
Design, and the Art Department of Syracuse University, Syracuse, N. Y.

In collections of statuary, t*he Metropolitan Museum of New York, with its inmiense
Di Cesnola collections from Cyprus and a few fine modem marbles, leads. Of collec-
tions of casts of statuary, the Corcoran Art Gallery at Washington ; the Pennsylvania
Museum of Fine Arts ; the Museum of Fine Arts, Boston ; the School of Design, San
Francisco ; the Yale Art School ; the Art Gallery of Amherst College, Amlierst, Mass.,
and the Art Gallery of Illinois Industrial University possess the largest and finest.
Several of the other galleries and colleges also have good collections.

Of collections of paintings by old masters, the New York Historical Society, with
the Bryan collection, the Metropolitan, with its collection of the Flemish school, and the
Tale School of Fine Arts, with the Jarvis collection, possess the most important. Of
' more recent paintings, the Corcoran Art Gallery, the Pennsylvania Academy of the Fine
Arts, the Lenox Library, New York, the Yale Art School, the Wadsworth Athensum,
Hartford, Conn., the Mnseum of Fine Arts, Boston, and the Athenseum Art Gallery,

INSTRUCTION IN ART.

CLXXVIl

St. Joimsbury, Vt., possess the most important collections. Of colleges and other edu-
cational institutions that have larger or smaller art collections and give more or less
instniction in art, may be named : Tale, Amherst, Cornell, University of Michigan,
Illinois Industrial University, College of Notre Dame, Ind., Louisiana State Univer-
sity, Rochester University, Syracuse University, University of Vermont, Vassar Col-
lege, Poughkeepsie, N. Y., Smith College, Northampton, Mass., South Hadley Seminary,
Mass.

The following abstract from the 18 pages of statistical tables of the art institutions,
which were given in my annual rex>ort for 1876, contains simply a list of the names,
places, date of founding, and the chief officers or instructors of the art museums and
art training institutions in the United States, for the purpose of including them in the
present report and thus preserving the record complete.

The full statistics of the art collections and of the facilities possessed by the schools
are in the tables of the report for 1876, and will be contained in the Special Report on
Art Education in the United States now in the course of preparation by I. Edwards
Clarke, a. m.

CL XXVIII REPORT OP THE COMMISSIONER OP EDUCATION.

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INSTRUCTION IN ART.

CLXXX REPORT OP THE COMMISSIONER OP EDUCATION.

Statisitca of institutions affording art instruatioHj including all training in industrial art, for
1876; from replies to inquiries hif the United States Bureau of Education.

Name.

Location.

PrincipaL

School of Design of the San Fran-

San Francisco, Cal .

1873

Samuel Purdy, secretary ; J. Boss

cisco Art Association.

Martin, assistant secretary; Vir-
gil Williams, director.

Yale School of the Fine Arts

New Haven, Conn.

1864

Prof. John F. Weir, director.

Art Schools of Chicago Academy

Chicago, 111

1887 ' L. W. Volk, president ; G. P. Gook-

of Design.

' ins, director; Paul Brown, secre-

tary.

Illinois Bidnstrial University

nrl>ana,Ill

01870

J. M Gregory, LL. D., president of

university.

Maryland Institute Schools of Art

Baltimore, Md ...

1848

Prot D. A. Woodward.

and Design.

Postmi Art Hnb

Boston, Mass

18S5

Charles A. Barry, secretary.
BeiUamin £. CotUng, M. d., cnistor

Lowell Institute Drawing Classes.

1840

of the institute; G^orgeHolllngs-

worth, prindpaL

Lowell School of Practical De-
sign. &

Boston, Mass

•

1872

Msssaohnsetts Institute of Tech-
nology, department of architect-

Boston, Mass

1861

WilUam R. Ware, s. B., professor of
architecture.

Msssaohusetts Normal Art School.

Boston, Mass

1873

Prod Walter Smith, State artdiroc-
tor, principal ; William T. Meek,
curator.

School of Drawing and Painting,
Museum of Fine Arts.

Boston, Mass

1876

Prot W. K. Ware, secretary of per-
manent committee ; Otto Gmnd
mann, principal

Worcester County Free Institute
of Industrial Science.

Worcester, Mass. .

1865

Prof C. 0. Thompson.

St- Lonli» Art School

St. Louis. Mo

1872

Conrad DiehL

Manchester Art Association

Manchester, N. H .

1871

H.W. Herrick, president; Joseph
B. Sawyer, secretary.

Art Classes of the Brooklyn Art
Association.

Brooklyn, N. Y . . .

1861

William H. Husted, secretary.

Cornell IJniTersity, courses in ar-
chitecture and in the mechanic
arts.

Ithaca, N.Y

1866

A. D. White, ll. d., preaident of tha
university.

Art Students' League

New York, N.Y..

1876

F. Waller, president ; Howard Po-

land, corresponding secretary.

Cooper Union Art Schools :

It "Woman's Art School . - - - ,

New York, N.Y..

1852

Mrs. Susan N. Carter.

2. The Free School of Art

NewYork,N.Y..

1857

F. G. Tisdall, Jr., ph. d., director.

Ladies' Art Association...

New York, N.Y..

1870

Mrs. J. B Collin, corresponding
secrotary; Miss Alice Donlevy,

curator (studio, 806 Broad-

way).

Art Schools of the National Acad-
emy of Design.

New York, N.Y..

1826

D. Huntington, president; L. S.
Wilmarth, director of schools.

STATISTICAL ABSTRACTS.

CLXXXI

StaiisUca of insHtutions affording art in»trucHon^ ^c, — Continued.

Name.

Location.

Principal.

1869

TTiA PalAtiA f!lTi>»

New York, N.T..

Hon. Koah Davis, president; Saml
J. Jelliffe, corresponding secre-

tary.

22 School of Design, Yaasar College e .

Poughkeepsie, N. Y

1877

Prot Henty Van Ingen.

33 '■ College of Fine Arte of Synunue

Syracuse, N. Y —

1872

Profl George F. Comfort, dean.

University.

School of Design of the University

Cincinnati, Ohio..

1809

Thomas S. Noble.

•f Cincinnati.

Toledo Universitv of Arts and
Trades.

Toledo, Ohio

1872

Charles J. Shipley.

Franklin Tnstitnte Drawing Classes

Phihidelphia,Pa..

1824

J. B. Knightk secretary of institiiie.

Art Classes of the Pennsylvania

Philadelphia, Pa..

1800

Christian Schnsseleb

Academy of the Fine Arts.

Philadelphia School of Design for Philadelphia, Pa . .

1847

MissKCroasdala

Women.

29 The Pennsylvania Moseam and

Philadelphia, Pa..

School of Industrial Art

Pittsburgh School of Design for

Pittsburgh, Pa

1885

Hngh NewelL

"Women.

a University founded in 1867, school of architecture in 1870, art gallery in 1874, school of design in 1876.
b This course of free instruction, open to pupils of both sexes, is provided by the trustee of the Lowell
Insiitate, and is in the rooms and under the direction of the Massachusetts liistitute of Teohnology.
cThe opening of this school will take place in September, 1877.

STATISTICAL ABSTRACTS.

My report for 1876 was not printed in snch numbers as to satisfy more than half
the correspondents of this Office, though its contents were more varied and the year
covered by it was in all respects the most important since the foundation of the Office.
In the hope that Congress will see fit to order a larger edition of the present volume
than its predecessor did of the last, I venture to reprint some parts of certain statis-
tical tables which appeared in that report ; the present report omits the correspond-
ing tables this year.

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Liai of additional orphan asylumSy indusiriaJ 9ohools, reform sckooU, fC't reporting in 1877.

NOTK.~Thofte marked with the letter "a" are reported for the first time ; all others were reported in

1876 in the list of those firom which no information was received.

Kame.

OBPHAH ABTLUIIB.

Ladies' Protection and Belief Society

Pacific Hebrew Orphan Asylum and Hsme

Society.

Episcopal Orphans' Home

Crerman Protestant Orphan Asylum

Hasonic Widows* and Orphans' Home

Presbyterian Orphans' Home Society

St Joseph's Orphan Asylum

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Asylum for Destitute Orphan Boysa

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German Orphan Asylum

The New Orphan A^lum for Colored Children

Protestant Orphan JKylum

Benevolent Association's Home for Children a.

Palmetto Orphan Home

Church Orphans' Home

IKDUBTBIAL SCHOOLS.

St Vincent De Paul's Industrial School

School for Nurses, Charity Hospital, B. I

The Ladies' Deborah Nursery and Childs'

Protectory.
Bochester Industrial Schools

mSCBLLAlfBOUS CHABITIU.

Youths' Directorya

Home for the Friendless

House of Providence

The House of the Gtood Shepherd.
Aimwell School Association

Location.

BKFOBM SCHOOL.

Truant School a.

San Fr^pcisoo, Cal ..
San Francisco, Cal ..

Savannah, Ga

Indiampolis, Ind. . .

Louisville, Ky

Louisville, Ky .•••..

Louisville, Ky

New Orleans, La...

Baltimore, Md

St Paul. Minn

Cincinnati, Ohio

Allegheny, Pa

Pottsville, Pa

Columbia, a C

Memphis, Tenn ... .

Number of

officers,

teachers,

and

aoflintiMits

NewTork,N.Y
New York, N.T
New York, N.Y

Bochester, N. Y.

San Francisco, Cal ..
New Haven, Conn . ,

Detroit, Mich

Stony Point, N.Y...
Phi]ad«»lphia^Pa...

Boston, Mass.,

1
5

1
1

1
2

14
1

2
1
5
2
6

12
6
5
8
1

10
2
2
4

4
8

224

MOO

62,800

1,800

11,862
783

275

Present in-
mates.

100
29

20
43

7
43

4
66

2
13
100
13
14
12

el29

86
26

82
10
SO
20
53
169

40
9
10
70
6
42
30

100
40

4
27

81
60

aNew to the Bureau. ^Estimated. cEach inmate is maintained at an annual cost of $112.92.

CRIME AND EDUCATION.

ccm

Memoranda far 1877.

Kune.

Location.

Bemarks.

Hovw of th« Frimdlfim

I^lvhavi^n. Conn ....

See Home for the Friendless, New Ha-
Ten; identical.

Sheltar for Ckilored OrDhans

Baltimon^. Md ..... r

Has become Johns Hopkins Colored
Orphan Asylnm.

Soclil Fnkm

Ke^n^ V. H

Merged in Refonn Club.
Removed.

LidnatriAl Home (110 Lexington are.) . .

New York, N.T

Isdostrial Home for Women (228 E.

New York, N.Y....

Removed.

ait St).

Wooaii's Aid Society and Home for

New York, N.Y....

Name changed to Free Home for Desti*

Tnising Young Girla.

tnte Young Girls.

The National Homestead

(Gettysburg, Pa ... .

Closed.

Wecteni Provident Society and Chil-

Philadelphia, Pa....

Name changed to Western Home lor

dreo'i Home.

Poor Children.

CRIME AND EDUCATION.

The increase of criminals is emphasizing the importance of penology in connection
with education. The inquiry is coming up from many quarters, Are there no measures
at the command of the public by which the increase of criminals may be checked f The
frieods of prison reform are active in devising measares to restore to useful places in
society as many as possible of those who have suffered some legal penalty ; it is believed
that officers in charge of prisons were never more earnest or active in this regard. The
collection of information in regard to prison administration and the treatment of dis-
charged convicts has awakened a more intelligent interest in the public mind. The same
istrae with regard to data concerning schools for the reformation of Juvenile offenders.
OiBcers of these institutions cannot keep their records of admission, administration,
and discharge too accurately, and will greatly promote the public interest in their
responsibilities by a cordial response to all well meant researches looking to the solu-
tion of questions of penology. Too often the best effort« of these officers are received
with indifference on the part of the public. Their plans, methods, and results should
be carefully studied, especially by educators and statesmen. It is gratifying to know
that a careful and extended study of the statistics of these reformatories gives evi-
dence that from 70 to 75 per cent, of the youth committed to them become worthy
citizens. As a rule, such institutions in our country have been established to receive
the youth committed to them on the decree of the magistrate. Their inmates, there-
fore, may be said to have passed the penal line ; but in not a few instances admission
has been secured at the request of parents or friends. There is on the part of many
students of this subject a feeling that the taint of crime is tixed upon some of the in-
mates unnecessarily. They call attention also to the great increase in the number of
yonth, particularly in our cities, who are without parental care or reject parental con-
trol, or who as truants or absentees are not reached by the general educational pro-
tons. They are, therefore, very properly inquiring whether there cannot be special
Bchools established in which these youth may receive proper care, restraint, and train-
ing, aid, without having the taint of crime affixed, be turned aside from the paths
which 80 certainly lead to crime.

A| illustrating the character of communications on this subject received at the
^ce, I invite attention to the following extracts from a letter written by Elisha
^^is, M. D., who has been so long and so widely known as a physician and sanitarian
^d through his labors in behalf of the dependent and criminal classes of society.
Sxpressing his cpnviction that an industrial training school should be a true Kinder-
pften in open fields and spacious workrooms, and that not the orphan and the semi-
^Wile, but unruly and troublesome truants, the mischievous and obviously vicious
°^ys who become now our habitual contrivers and wanton perpetrators of offences

CCIV BEPORT OP THE COBiMISSIOl^B OP EDUCATION.

and crimes, should be eliminated from the masses of children, and, by ready assent
and various modes of legal commitment by parents and lawful guardians, be brought
into these industrial homes and training schools. Dr. Harris continues :

Let me bring this subject to your attention now and promise, when more at leisure,
to elaborate it and submit certain propositions.

The biological history of the habitual criminals in our country would startle some
sound moralists by revealing the fact that the very attributes of these oft'enders which
enable them to achieve distinction in the career of vice and crime are the normal
powers of tnie manhood perverted.

The registered industrial schools of England are proving that the worst source-s of
crime can be nearly extinguished by means of the physical and moral training of
those schools.

In the United States we are proving that the common school system is deficient in
regard to the special training of wayward, truant, and vicious children — nominally
registered as common school pupils, but usually neglected or disobe<lient, or both.

In order to find a broad basis for the generalizations and conclusions which ninst
precede any good plans for the needed industrial training schools, do we not require
a complete survey of the field f Do we not need to consult the best educators in each
State and find the extent and requirements of the field f For example, in the city of
New York, with 207,000 between the ages of five and fifteen years, there are probably
2,500 such children as the industrial training school should have under culture. But
if only 1,000 such children could be brought into such a school (after the four great
refuge and protectory institutions and the Children's Aid Society have taken their
greater numbers), their brain and muscle and great value to society, and their re-
demption from evil and crime, would be true economy.

These 2,500 (or the 1,000) must be trained industrially and physiolo^cally, or they
will become the very leadei-s of the criminal classes and the progenitors of a class
worse than themselves.

The orphan houses, charitable foundations, juvenile asylums, and refuges in our
country all fail to a<lapt biological science and physical education to the training of
the body for the development of saving resources in the individual children who are
falling, or greatly in danger of falling, into vicious or disorderly courses of life.

The Agricultural Colony at Mettray and some of the farm schools have proved the
economy and entire success of industrial training to save boys who were on the verge
of ruin for want of a kind of education which no ordinary schools can supply.

What are now termed industrial schools do not meet the special wants I am at
present considering. But we must ascertain what our facts will show, when our
prisons and reformatories for convicts are searched ; also see what the truants and
disorderly children of our several States are.

I am not certain that we can devise a supplementary kind of public school to treat
and train on farms, in gardens, and in workshops and school chambers the residuary
groups of youth that we now tenn truant, disorderly, wayward, and perverse, but
not arraigned as oflenders. In the State of New York, however, we could, I believe,
secure the maintenance of a farm and shop industrial school for every city and for every
county of 50,000 inhabitants. We should do this to prevent crime and public burdens;
like Sweden, New York cannot afford to let its children grow up to be public burdens
or criminals.

In making the investigation now suggested, the real illiteracy of about 50 per cent,
of all convicts would appear, and the real want of industrial and sound bo<lily train-
ing would also appear in more than half of all our prisoners and the reformatory
inmates.

The public school records will show how vast is the number of truants and untu-
tored among the registered school children. The collated evidence of the relations of
illiteracy and untrained bodies to criminal and vicious life in any one State and in
several of the States would produce convincing results. Would it not induce needed
efforts in each State to organize a limited system of industrial training schools, to
which children would be voluntarily committed or brought by parents, guardians,
school officers, and peace officers, to be saved by culture in self-sustaining industries
and by special education of the mind and raorcil nature f

Discussing the same subject, but from a different standpoint, I present the follow-
ing from Hon. John Hitz, the consul general of Switzerland resident at Washington,
who has done so much for the dependent classes of our national capital, and whose
opinions are formed not only from the facts before him here but from a familiarity
with the progress of industrial special education in Switzerland and other European
countries:

Under what category would you plaee such institutions as the Industrial Home
School f Should they constitute a branch of refonnatory establishments, or, more
properly speaking, '^correctional institutions/' and thus' become ac^uncts to the

RECOBiM£NDATIONS. CCV

jodiciary department of govemment ; or should the inBtitutioiiB of this kind consti-
tute a part of the educational system of the land f Most decidedlv the latter. They
are, properly speaking, very important adjuncts of the present public school system.
The State of Michigan has oeen, so far as I know, the tirst govemment to recognize
this fact, and calls its institution of this kind at Coldwater, very correctly, ^*The State
Public School.^' These institutions are simply, or should be, State public boarding
schools, where the beneficent aid of a good home is secured in training the child to
beeome a nsefnl citizen, should its natural parent or guardian be dead, wholly dis-
qoalified, or have abanaoned the same.

Let us examine the public school system, see what means it uses to accomplish its
object, and with what success.

Take, for instance, this District. Attendance at the public schools is made obliga-
tory by law, and, in consequence, to be equitable in its demand upon parents and
guardians, admission is made iree. Is it only because there is insufficient accommoda-
tion that certaiu children do not attend f Not at all. Is the absent child to blame f
Ko. The answer is best given by hearing the story of each one of the fifty children
now at the Industrial Home School — and I will add of at least five times as many
▼horn we cannot take in for want of means.

The public school system is the great conservator of the moral and intellectual inter-
eits of the nation ; its officers and teachers are moral and intellectual sanitarians.

The health boards of a city and their officers may be doctors by education, but they
do not apply themselves to curing people, but to preventing people from becoming sicfc
and requiring the services of a doctor. And so the trustees of public schools, officers,
and teachers do not correct ofi'encesof the law, though some of them may be officers of
the law: their duty is to prevent ignorance and ijta train of evils, and so obviate the
necessity of resorting to the officers o^ law.

It is a duty of the board of health and its officers to see to it that the streets and
alleys of a city are swept and kept clean, nuisances abated, stagnant pools and marshy
places drained : and this is done not to cure, but to prevent disease. Do not the board
of education of our city and its officers, the trustees of the public schools and their
officers, properly constitute a board of education for the moral and mental welfare of
the community as much as does the board of health for the physical well-being of
the citizens f Is it not true that the public school system of the present simxdy
offers to keep clear the moral and mental highways leading to good and useful citizen-
ship? Do^ the public school system really make any aggressive movement to drain
the stagnant pools and malarial marshes of society? Is it not clearly its duty to do
Bof— to see to the proper training of those who, in the future in a Republic, are
likely to constitute an important element of the m^ority. Or shall this rather be
left to the spasmoilic efforts of charity — and the efi'ects of this neglect to prevent
moral and mental malaria be corrected in reformatories and correctional institutions?
Certainly it is within the clear and indisputable province of the educational depart-
ments of govemment to inaugurate measures calculated to prevent the cause of so
much moral and mental malaria as is shown to exist by the constantly increasing
demand made for admission to our reformatory and correctional institutions for juve-
nile ofienders.

Trace the causes of nine-t«nths of these offences a^inst the law among juveniles,
and they can be summed up in the word ^'neglect,'' either parental or municipal. To
amend this neglect by establishing reformatories will not excuse the body municipal
from tfao evident failure it is guilty of in neglecting sanitary measures to prevent the
development of the germs of moral and mental disease, viz, pauperism and crime.

The proper authority to apply these measures is the Board of Education, as that
ifl its broader sense implies instruction and consef|uent training. The means to be
^ployed are (1) the enactment of laws for the punishment of wrongs to children; (2)
the establishment of homes for dependent children where they can be reared to become
good and useful citizens: in the interest of public economy t)iis is to be done at public
expense. Neither abject poverty nor neglect can properly be chargeable to a child,
yet they both lead directly to pauperism and crime. Neither is a child to be blamed
for no home, or, what is worse, a bad one. Of all these the child is innocent ; and it is
& sacred duty of the State to maintain this innocence and not remain an idle spectator
ttntil it is lost, and then as a matter of law apply correctives.

Until our system of public instruction shall have inaugurated effectual measures to
^n these pestiferous moral and mental pools and marshes of society — thus killing
^^^ germs or moral and mental disease, and so removing the cause which mainly fills
^honses of correction, crowds the dockets of our police courts, and furnishes candi-
dates in increasing numbers for ^juvenile reformatories — it will not in my opinion have
accomplished the full scope of its duty.

RECOMMENDATIONS.

^ experience of the year gives new emphasis to the following recommendations,
^^ch I hereby renew :

CCVI BEPOBT OF THE COMMISSIONER OF EDUCATION.

First. An increase of the permanent foroe of the Office. The exi)erience of the
Office indicates clearly i hat the collection of ednoalional information and publication
of the same, as required by the law regulating it, cannot be properly done with the
present limited clerical force.

Secondly. The enactment of a law requiring that all facts in regard to national aid
to education and all facts in regard to education in the Territories aad the District of
Columbia necessary for the iufomiation of Congress, be presented through this Office.
For the purpose of enabling the Government to meet it« responsibilities with respect
to the education of the people in the Territories, I recommend that the office of super^
intendent of public instruction for each Territory be created, to be filled by appoint-
ment by the President ; his compensation to be fixed and paid as in the case of other
Federal appointees for the Territories.

Thirdly. In view of the large number of children growing up in ignorance on account
of the impoverished condition of portions of the country, and in view of the special
difficulties in the way of establishing and maintaining therein B(5hools for universal
education, and in consideration of the imperative need of immediate action in this
regard, I recommend that the whole or a portion of the net proceeds arising from the
sale of public lands be set aside as a special fund, the interest of said ftind to be
divided annually pro rata among the several States and Territories and the District of
Columbia, under such provisions in regard to amount, allotment, expenditure, and
supervision as Congress in its wisdom may deem fit and proper.

Fourthly. I respectfully recommend that such provision as may be deemed advis-
able be made for the publication of ten thousand copies of the Report of the Commis-
sioner immediately on its completion, to be put at the control of the Bureau for distri-
bution among its correspondents, in addition to the number ordered for distribution
by members of the Senate and House.

Fifthly. I also recommend that provision be made for the organization of an educa-
tional museum in connection with this Office and for the exchange of educational
appliances with other countries.

CONCLUSION.

The year, like the last, has been one of severe strain upon my assistants and m3^8elf.
For all their cooperation they have my heartiest thanks. The tax upon us, as I have
indicated, has been specially increased, first, by the historical inquiries incident to the
year among our own educators ; secondly, by inquiries from foreigners stimulated by
the exhibition at Philadelphia ; thirdly, by the exacting demands for the results of ex-
periments in various sections of the country made by those called upon to encounter
here and there the reactionary educational t-endencies. Much of this additional strain
in the Office could have been lessened if there had been adequate means for publica-
tion ; besides, the benefits of these efforts would have been much more widely diffused,
and educators in embarrassment would have received aid in their struggles to advance
public intelligence if the information furnished in manuscript form had aU been
printed.

I desire to acknowledge my indebtedness for aid in prosecuting the work of the Of-
fice for the year to the Secretary of State, the officers of the Smithsonian Institution,
the Commissioner of Patents, Commissioner of Indian Affairs, Commissioner of the
General Land Office, and for the cordial cooperation of yourself and the President.
I have the honor to be, very respectfuUy, your obedient servant,

JOHN EATON,

CommtMioiier.
Hon. C. ScHURZ,

Secretary of the Intenar^

ABSTRACTS

OF THE

OFFICIAL REPORTS OF THE SCHOOL OFFICERS OF STATES,

TERRITORIES. AND CITIES,

WITH

ADDITIONAL INFORMATION FROM VARIOUS SOURCES.

OXCVI BEPOBT OF THE COMMISSIONER OP EDUCATION.

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S!oSS3SS!SSSS&SS^?^g2?^

MISCELLANEOUS CHARITIES.

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CXCVm EEPOBT OF THE C0MMIS8I0NEB OF EDUCATION.

a
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I
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BEFORM SCHOOLS.

CXCIX

r-iC4m-«io«»>ao

• saassass^sasa

BEPORT OF THE COMMISSIOKEB OF EDUCATION.

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REFORM SCHOOLS.

CCI

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55

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s g ^ • s s

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I
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e

8 REPORT OF THE COMMISSIONER OF EDUCATION.

agriculture, (2) literature, (3) science, (4) civil engineering, (5) snrveying, (6) building
and architecture. The first 4 of these are termed regular, and lead eacn to a decree
after 4 years of successful collegiate study. The other 2 are special^ and secure oi^ a
certificate of proficiency after such study as may be necessary to complete them.
Drawinff forms a regular part of the instruction in the first two years of the collegiate
course; but during uie third and fourth years is obligatory only on the students of civil
engineering. Telegraphy is also taught. Latin and Greek enter into the course in
literature; Latin, German, and Fren^, with some liberty of choice respecting them,
into the other 3 re^ar courses. Instructors here, 8; students in regular coUegiate
course, 120; in partial courses, 47. — (Catalogue, 1877, and return.)

PBOFESSIONAL.

In theology some instruction is ffiven by President Muiphee in the ''School of moral
science and theology," Howard Colle^, and by Chancellor Smith in the ''School of
biblical literature," Southern University. TaUadega College also trains colored stu-
dents for the ministry, and reported 18 students un<& 2 instructors in 1877. No report
of theological students at the others, except of 1 at Greensborough in the catalogue
for 1876-^.

In laWf there appear in the catalogues for 1876-77, besides the school of law at the
State university, with 2 professors, a law school at Howard College, with 2 professorial
chairs, only 1 beiiu^ filled at the time of printing; a college of law at the Southern
University, Greensborough, with 3 professors and 2 schools, 1 of common and statute
law, and 1 of equity Jurisprudence. Course at the State university, 15 months; at
Howard, "may oe completed in one session"; at Greensborough, not stated. Total of
legal instructors, 6; of students at the University of Alabama^ 12, in catalogue for
1876-77; in a return for the fall term, 23; in the other colleges, not eiven.

In medicine^ we have again the Medical College of Alabama at Mobile, with its 3
years' course of study, 8 instructors, and 50 students, and the College of Meoicine of the
Southern University, Greensborough, with 5 instructors and only 1 reported student.
Requirements for graduation: foil age, good character, 3 years' study of medicine, with
attendance on 2 fml courses of lectures, the last one in this college, or a reputable prao-
Hoe of 4 years and 1 full course of lectures. — (Return and catalogue.)

SPECIAL INSTRUCTION.

ALABAMA INSTTTUTIOX FOB THE DEAF AND DUMB AND THE BLIND, TALLADEGA.

Returns for 1877 give 6 as the number of instructors and 60 as the number of pupils
in the deaf-mute department here: and 2 as the number of instructors, 12 as the num-
ber of pupils, in the department lor the blind. In the former, the branches of study
attended to are reading, writing, arithmetic, mathematics, geography, history, and
music; the employments are boot making, cane seating, wood carving, broom niaking,
fjEuming and gardening. In the latter, uie studies are the ordinary English branches
and music; the employments, cane seating and chair and broom making.

CHIEF STATE SCHOOL OFFICER.

[Term, 187e-1878.1
Hon. LiBOT F. Box, 8kUM§upmiiittndmUqftdiiMM(m, Mfmigomtrif.

ABKAM8AS.

ABKARTSAS.

STATISTICAL SUMMARY.

POPULATION AND ATTENDANCE.

Yooth of school age (6-21)
Enrolled in pablio BcboolA .
Ayerage daily attendance.

SCHOOL DISTRICTS AND SCHOOLS.

Namber of school districts

Nomber of schools

Nomber of school-hoases..
Cost of these

TEACHERS AND THEIR PAY.

Teachers in pablic schools
AYerage monthly pay

INCOME AND EXPENDITURE.

Whole receipts for pablic schools .
Whole expenditures for the same .

1875-»76.

189,130
15,890

1,62.5
$365,315

461

1344,074
119,403

1876-77.

No returns.

....do

No returns.

....do

....do......

No returns.
....do

No returns.
....do......

Increase.

Decrease.

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

A hoard of oommisBioners of the school fund, composed of the governor, secretary of
state, and State superintendent of public instruction, is charged with the management
and investment oi the common school fund belongijig to the State, ai^d must make
Boni-annual settlements with the State treasurer.

A State euperintendent of public instruction, to be elected every two years by the peo-
pl^ has general supervision of all other matters relating to the free common schools,
ana is to make annual report of them to the governor.

LOCAL.

County examiners, one for each county, are appointed by the county court at the first
sesBion after each general election, and are to examine and license teachers and perform
most of the duties of county superintendents of schools.

Boards of strict trustees, 3 for each school district and one-third changed each year,
are chosen by the people of the district at their August meeting, for care of school
houses, engagement of teachers, and local supervision and report of schools. — (School
law of 1875.)

ELEMENTARY INSTRUCTION.

NO REPORT.

The school law of 1875 calls not only for the presentation to the governor of an annual
i^eport of everything relating to the public schools, but also for the publication of such
leports. But up to the time of sending these sheets to the press no report for 1976-^
appears to have been published, nor has it been possible to obtain even a statistical
sommary exhibiting the main facts as to the State schools for that year, though one for
1877-78 has been kindly forwarded.

CITY SCHOOL SYSTEM.

LITTLE ROCK.

Officers, — A board of school directors of 6 members, one-third liable to change each
year; a board of visitors and examiners of 4 members, and a city superintendent of
schools.

10 REPORT OF THE COMMISSIONER OF EDUCATION.

Statistics, — Population in 1870, 12,380 ; estimated present population, 17,000. Youth
-of school age (6-21), 6,462: estimated number between 6 and 16, the practical school
age, 4,200 ; enrolled in public schools. l,96(h of whom only 95 were over 16 ; average
daily attendance, 1,129, an increase oi 203 for the year 1876-'77; number of days of
school, 180 ; number in which school was taught, 170. Teachers, 27, exclusive of super-
intendent; expenditures, $12,068.

AddiHonal particulars, — The schools are divided into primary, intermediate, grammar,
And high, each of these divisions having 3 ^prades, with a regularly arranged course of
study. The year past is said by the supermtendent to have been marked by encour-
aginjB^ progress in discipline and methods of teaching throuffhout the schools, and by
special advance in the junior class in the hi^h school, whicn was carried throush a
thorough review of elementary studies in which it was found deficient. Two oi the
schools are for colored children, ana one of these is taught quite successfully by colored
teachers, whose work is considered by the superintendent quite as good as that in cor-
respondiiig grades of the other school, where white teachers are employed. In all the
schools corporal punishment is discouraged; is only resorted to where milder measures
will not avail; and is not allowed to be administered till the day after the commission
-of the offence, that unreasonable anger may have time to cool and that the parents nia^
be consulted. The consequence has been a great diminution in cases of severe disci-
pline. The board of examiners says that especially gratifving care is taken to ground
the pupils well in those elementary studies which are the foundation of all education,
and that reasons as well as rules for operations are distinctly given. — (Report for 1877.)

THE TRAINING OF TEACHERS.

STATE NORMAL SCHOOLS.

Aiming to utilize to the utmost the teaching force of her State Industrial University
at Fayetteville, Arkansas established in connection with it a normal department, to
furnish a thorough course of instruction for whites desiring to tea<!h in the public schools.
The training and course of study in this department, the latter extending through four
years, are partly academic and partly normal. The former is attended to in the other
departments of the university, the work in methods, theory, and art of teaching being
reserved for the normal department. Drawing and vocal and instrumental music form
a part of the instruction given in the university, while a chemical lal>oratory and
■apparatus for illustrating x>by8ic8 add their advantages to those afforded by a small
museum of natural history, a library of about 700 volumes, and a model school for train-
ing in the methods and art of teaching. Diplomas are given to those who complete the
-course. Number of resident instructors, including those of the other departments, 12 ;
normal students, 41; normal graduates, 5. — (Report of the university and return for
1876-77.)

As the abovd mentioned department was meant only for white students, a branch of
it was opened in September, 1875, at Pine Bluff', on the Aikansas River, to afford the
■colored teachers of the State an opportunity to fit themselves for more thorough work
in the schools for the children of tneir own race. It is under the same board of trustees
as the other, and is governed by the same rules ; affords accommodations for more than
100 students, and reports 27 male and 28 female normal students under 1 resident in-
structor, with pupil assistants, and 13 students licensed and teaching school during
vacation. The course is 4 years. Drawing is taught both separately and in conjunc-
tion with every other branch where it is applicable. Vocal music forms a part of the
•daily training. Instrumental music is optional. — (Circular of school and return for
1876-77.)

ANOTHER NORMAL SCHOOL.

An institution entitled the Pine Bluff Graded Schooly mth normal departmenij appar-
ently receiving some aid both from the public school fund and the American Missionanr
Association, reports 35 normal students for 1877, of whom 9 received teachers' certifi-
cates and engaged in teaching. Vocal and instrumental music, with drawing in line
and perspective, was taught ; some apparatus for illustration of physics was possessed,
and the normal students were taught m the graded school for practice. — (Return.)

teachers' institutes.

The law of 1875 requires that the State superintendent of public instruction shall
hold a teachers' institute annually in each judicial district of the State, to be called a
normal district institute. He is to arrange the programme for each institute and pre-
side at it in person, though if he should mil to be present the assembled teachers may
organize and hold the institute.

County examiners are also to hold institutes for their respective counties, but in case
of inability to attend in any instance, may appoint some suitable person to perform
the duty.

A&KAN8AB. 11

The Arkansas department of the Eclectic Teacher indicates that both State and
coonty (^cers are attending to this important duty.

SECONDARY INSTRUCTION.

PUBUC HIGH SCHOOLS.

The high school at Little Rock is the only one in the State of which any full account
is riTen. It has a course of three years, is said by the city superintendent to have been
▼ell taught, to be in prosperous condition, and to afford the basis for a strong high school,
with the beginning of a systematic classification of the same. The curriculum is not
yet as complete as could be wished, but the school officers prefer to wait, advancing
slowly but surely toward a permanent and satisfactory condition. In the autnmn of
1876 the study of Latin ana German, which had been required, was made optional.
The result was an almost entire failure of the pupils to take that work, and the study
of theme languages was consequently dropped till it should be again made obligatory.
The board of visitors regret this, thinking that there can be no high school course
worthy of the name in which these studies are not included. — (City report for 1877.)

OTHER SECONDARY SCHOOLS.

For full statistics of private schools for secondarv training, and preparatory depart-
ments of colleges, see Tables VI^ V II, and IX in (he appendix and the summaries of
them in the Report of the Commissioner preceding.

SUPERIOR INSTRUCTION.

COLLEGES.

The colleges which report for 1876-'77 are Arkansas College, Batesville : Cane Hill
College, Bloomsborough ; Judson University, Judsonia, and St. John's College, Little
Rock, All report preparatorv and collegiate departments, and have students in both,
except Judson University, which was not oi)ened until 1875, and has as yet, besides
the preparatory, only 9 students in irregular courses. All these colleges except St.
John's are open to both sexes, and of the 14 graduates of 1877 at Arkansas and Cane
Hill Colleges who received the degree of a. b., 8 were women. — (Returns to the Bureau
of Education.)

For statistics, see Table IX of the appendix and the summary of it in the Report of
the Commissioner preceding.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

sciEimpic.

The Arkansas Industrial VniversitVy at Fayettevillo, serving as the agricultural and
mechanical college of the State, embraces a college of general science and general liter-
ature; one of engineering: one of commerce ; also normal and preparatory departments.
Provision is ma<& for 238 State beneficiaries, and an equal number of non-paying normal
students,^ and both sexes are admitted. The beneficiaries are selected among the dif-
ferent counties, in proportion to the population, and arc entitled to 4 years* free tuition,
each of the courses, except the preparatory, covering that i>eriod. By recent action of
the hoard of trustees, all male beneficiaries who are hereafter appointed will be required
to take a course in agriculture and mechanics, ^^with permission to select such other
studies as circumstances may allow.'* An experimental farm has been provided con-
tiguous to the university. Agriculture and the mechanic arts will be more fully taught,
it is stilted, when many of the young men shall have become better grounded in the
rudiments of general knowledge. — (Catalogue for 1876 and announcement for 1876-77.)
A^pegate of students in the 4 years' coiu-se, according to return, 253; students in par-
tial connes, 3; graduate students, 3; professors and instructors, 12.

PROFESSIONAL.

It appears, from such information as has come to hand, that there are no legal, theo-
logical, or medical schools in Arkansas.

SPECIAL INSTRUCTION.

ARKANSAS DEAF-MUTE INSTITUTE, LITTLE ROCK.

This institution was organized in 1868, and is under the control of the State govern-
ment In 1876-77, it had 63 pupils under the instruction of 3 teachers. No employments
^ue taught. The course of study embraces histonr, grammar, composition, arithmetic,
geography, philosophy, writing, and drawing. In the ^ ^American Annals of the Dear

* A written retam, however, giret 100 as the number of State scholarships, and states that there ars
so other free BcholarshiiM.

12 REPORT OP THE COMMISSIONER OP EDUCATION.

and Dumb" for January, 1878, it was stated that Mrs. Camthers, widow of the late
lamented ]^rincipal, had returned to the institution as matron, and that the school was
in as flourishing a condition as the embarrassed state of its finances would allow. —
(Return, 1877.)

▲BKANSAS INSTITUTE FOR THE BLIND, LITTLE BOCK.

There have been 119 pupils under instruction here since the foundation of the schooL
Its present number is ^; teachers and other officers, 7. All the branches of a common
school education, with gymnastics and music, are taught, besides certain employments,
such as broom and mattress making, seating of chairs, sewing, knitting, and basket
making. — (Return, 1877.)

EDUCATIONAL CONVENTIONS.

STATE ASSOCIATION.

A report of the meeting of the State Teachers' Association, in the Eclectic Teacher of
October, 1877, is the only one that has reached the Bureau. This report notes tiie as-
sembling of the members in Little Rock, August 29, State Superintendent Hill being
present as chairman, and the other officers, with one exception, answering to their names;
but the number of members present is not given, nor is there any account of the pro-
ceedings of the meeting beyond the appointment of a delegation to the National Edu-
cational Association, the election of a new set of officers for 1877-^8, the nomination of
a committee to report on a revision of the school law, and the passage of a resolution
expressive of approval of Superintendent Hill and of readiness to cooperate with him in
his work.

It was thought best by the board of councillors to defer a meeting for discussion, that
was to have l^n held in November, till some time in the summer of 1878.

OTHEB EDUCATIONAL MEETINGS.

In the Arkansas department of the Eclectic Teacher there appeared during 1877 various
notices indicative of the holding of county teachers' institutes and the normal institutes
required by law to be held annually in each judicial district of the State. There was,
however, no such report of the instructions at these meetings as to call for farther note
of them than this brief paragraph.

CHIEF STATE SCHOOL OFFICER.

[Term, 1878-1880.]
Hon. James L. Dbmtom, State tuperinUndmt qfpuMie inttntetion, LiUU Boek.

CALIFORNIA.

€AUFOB]VIA.

STATISTICAL SUMMARY.

POPUULTION AND ATTENDANCE.

Children of school age (5-17)

Enrolled in pnblio sdiools

Arenige namber belonging. ..
Avenge daily attendance

Per cent, of this on ayerofe belonging

Children in private schools

Children 5-17 in no schools

Mongolian children in schools

Negro children in schools

Inman children in schools

DiennucTS and schools.

Namber of school districts

Districts with good accommodations....

Districts with sufficient greonds

Districts with well improved grounds ..
Districts with well ventilated schools. ..
Districts with well fnmished schools . ..

Districts with good apparatus

Districts maintaining schools less than

eight months.
Districts maintaining schools eight

months or more.

Number of first grade schools

Number of second grade schools

Number of third grade schools

Number of all grades (b)

New school-houses erected

Average length of schools in days

TEACHERS AND THEIR PAT.

Namber of male teachers

Number of female teachers

Whole number

Teschiog in one school more than a year

Attended county institutes

Taking educational Journals

Graduates of State Normal School

Gradaates of other State normal schools

Average monthly pay of men

Average monthly pay of women

INCOME AND EXPENDITURE.

T^tal receipts for schools

Whole expenditure for schools

1875-76.

184,787

al26,220

91,784

83,391

.89

14,625

43,023

383

744

283

1,742

1,410
1,529
656
1,594
804
488
913

794

964
817
556

2,337
99

143.8

1,129

1,853

2,982

329

1,298

780

254

272

(85 00

68 15

$3, 302, 604
d2, 858, 601

1876-77.

200,067

al35,335

97,527

89,539

.91

15, 344

49,035

266

735

294

1,828

1,414

1,6.36

659

1,060

785

488

652

1,134

914
983
627
c2, 524
122
145.2

1,184

1,983

3,167

432

1,819

820

282

328

$83 78

69 68

$3,610,163
d2, 749, 730

Increase.

15.280
9,115
5,743
6,148
.02
719
6,012

86
4

107

Decrease.

117
9

534

340

166
71

187
23

1.4

130

185

103

521

$1 53

$.307, 559

261

$1 22

$108, 871

The total eDrolmeot^ probably incladiDg dapllcates and perhaps nome beyond the aohool age. as weU
>» those in private soboola. is driven as 140,468 in 1875-'76 and 143,658 in 1876-^77.

.^Jhe first grade here inclades grammar and high schools; the second, intermediate schools ; the
"^i primaries, in four divisions.

^|he raperintendent's figures are 2,485; perhaps ezolnding hieh schools.

« In addition to these ezpenditnres there appear elsewhere u>r ooonty institutes, ooonty boards of
f^aiinaUon, postage, stationery, &c., #17,429 in ie75-'76, and $19,179 in 1876-'77, making the absolute
^'^ ezpendltare for those years 1^,876,030 and $2,768,909.

REPORT OF THE COMMISSIONER OF EDUCATION.

Statistical summary — CoDtinoed.

EZPENDITCRE PER CAPITA.

Cost of taition for each pupil on enrol-
ment.
Cost of tuition for each pupil on aver-
age attendance.
Cost of tuition for each pupil on daily

attendance.
Whole cost, including current expenses :

On enrolment

On average attendance

On daily attendance

VALUATION OF SCHOOL PROPERTY.

Sites, buildings, and furniture

School libraries

School apparatus

Total valuation

1875-76.

|14 12
21 62
23 79

.17 21
26 35
28 99

|5, 369, 984
173, 213
88,299

.">, 631, 496

1876-^77.

|15 06
22 04
24 00

18 24
26 68
29 06

$5, 617, 917
207,336
107.990

5, 933, 243

Increase.

iO 94
42
21

1 03
33
07

$247, 933
34,123
19,691

301, 747

Decrease.

(From biennial report of Hon. Ezra S. Carr, State superintendent of public instruo-
tion, for tiie two years above indicated.)

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

A State superintendent of public instructiany elected by the people every 4 years, hae
supervision of the public schools of the State, with the duty of visitation of them and
of olennial report respecting them. Ho is also trustee of State schools for special train-
ing and visitor of all incoriwrated literaiy institutions. He is allowed a deputy.

A State hoard of education, composed of the governor, State superintendent, and the
superintendents of 6 central counties, has power to prescribe a course of studies for the
pnolio schools, with a uniform scries of text books, except for the city and county of
San Francisco ; to adopt a list of books for district school libraries, and to grant and
revoke for cause life diplomas to teachers.

A State hoard of examiners, composed of the State superintendent and 4 professional
teachers appointed by him, recommends to the State board highly approved teachers
for ite life diplomas, and grants to others, according to their ascertained qualifications,
diplomas for two, three, four, and six years.

LOCAL.

County superintendents of schools, chosen by the people every 2 years, have the usual
visitorial and supervisory duties of such officers.

City hoards of education, chosen by the citizens under local laws, have general over-
sight of the school systems of their respective cities ; while county and city boards of
examiners examine teachers, for the county and city schools, granting diplomas valid
in their respective fields for one, two, and three years.

District trustees, chosen by the people of their districts for terms of 3 years, one-third
being changed each year, care tor the schools and school-houses of the districts for
which they are elected. — (School laws of 1870 and 1874.)

Women are eligible to school offices, and one now serves as deputy superintendent of
public instruction.

ELEMENTARY INSTRUCTION.

GENERAL CONDITION.

The summary of statistics given by State Superintendent Carr and condensed in the
table on a preceding page shows that the enrolment in the schools has kept fair pace

CALIFORNIA. 15

with the increaae of school population ; that the average daily attendance at school han
incieased in larger proportion than the average number belonging, and has gained
somewhat on the increase of non-attendants at any school ; that there is a gain, too, iu
the number of schools with good accommodations, sufficient grounds, and terms of eight
months or more ; that although the list of first grade schools has somewhat diminished,,
that of the second g^ade has been enlarged in more than triple measure beyond such
diminution ; and that, with hicher receipts for school purposes, the expenses have been
kept below the income through economy in building.

There is only one thing which looks unfavorable, viz, that, while the number of
teachers has increased, there seems from the figures to be a considerable decrease of
certificated ones, whicii would indicate deterioration in quality beyond the gain in
lames. But, on the other hand, the superintendent says, on page 3 of his report: ^*It
is believed that at no time in the history of the State nave the teachers been as well
qualified, or more earnest and zealous in their work.'* — (State report.)

KINDERGARTEN.

Three of these schools, one at Brooklyn, one at Los Angeles, and one at Santa Bar-
bara, reported 32 children under training in 1877, with 1 instructor in each school, and
the usual results, viz, quickened perception, improved sense of beauty and order, and
the getting of profitable study out of apparent play. The school at I^s Angeles, sub-
eequently to the return madeji was removed to Oakland.

VACATION SCHOOLS.

As very many children have to remain in cities during the long vacation of the
schoolg, Superintendent Carr suggests that, to keep these usefully employed, vacation
schools should be established, ditfering from the onlinary term schools both in the
studies pursued and the methods resorted to. He would have them arranged on the
half-time principle in order to benefit the greatest numlicr, and would make them give
trming in industrial pursuits. For instance, a girls' school of sewing could, he thinks,
be so arranged as to cover elementary exercises in needlework, cutting ana designing-
of patterns, and the use of the sewing machine for more advanced scholars. These in-
structions could, he conceives, be accompanied with illustrated lessons and lectures on
materials; for boys he would have industrial drawing, exercises in the use of tools and
rise work. He bases these suggestions partly on the inherent propriety of doing some-
thing towards a fuller training of children now left largely to the education of the
streets, partly on the exp^ency of fostering the pi-esent drift towards a more practi-
cal and industrial education, and finds encouragement to ui-go the matter in the fact
that vacation schools, in some measure of this character, have been maintained at
Proridence, R. I., with a very considerable measure of success. In these schools — as
mentioned in the Report of the Commissioner of Education for 1875, p. 379 — much oral
instruction was imparted as to the names and uses of the various products of agricult-
ure and manufactures as well as of those which constitute the main elements of corn*-
merce.— (State report.)

FREE TEXT BOOKS IN SCHOOLS.

In Tiew of the advantages that have been found in Eastern cities from a supply of
free text books to pupUs in the public schools — such as diminution of expense, securing
unifomuty, aiding better classincation of the pupils, and leading to increased attenf
ance— Superintendent Carr favors the adoption of this plan in California. And aa
t^ere is no obstacle in the way of it in the school law, he suggests that any district
which may choose to do so should go forward and supply free text books for its schools. —
(State report.)

QUALITY OF EDUCATION TO BE GIVEN.

In common with several superintendents of instruction whom he quotes, Superintend-
ent Carr evidently leans to the belief that there have been for some time too many
studies in the schools and too much merely theoretical instruction, to the neglect of the
practical, the industrial, and the moral. He therefore urges, with these gentlemen,
and largely in their words, that there should be a concentration of the pupiU' work on
fewer snbjecta, and these of a more practical and useful kind ; that the effort should
be to have each of these completely mastered before it is passed away from ; that draw-
ing, with a view to industrial pursuits, should be among t-ne subjects studie<l ; and that
good morals and good manners, not taught at all to many children in their homes,
diould, for the safety and well being or the State, be taught systematically by the
teachers in bor schools.

BEPOBT OF THE COMMISSIONER OF EDUCATION.

CITY SCHOOL SYSTEMS.

OFFICERS.

In San Francisco, a board of edncation of 12 members, elected biennially by the peo-
ple, with a superintendent (who may have a deputy), also biennially chosen ; in San
J os^, a board of 2 members from each ward, with a superintendent ; in both, boards of
examiners for proof and certification of the qualifications of persons proposing to teach ;
in Stockton, also, a board of education and of examination, with a superintendent. —
(School law and reports.)

STATISTICS.

Cities.

Population.

Children of
Bohoolage.

Enrolment.

Average at-
tendance.

Teachers.

Expenditure.

San Franoiaco .:

San Jofl6

Stockton

0301,020

9.009

15.000

553,210
3.271
3.011

e37,286

d2,114

1,693

24,899
1,379
1.523

632
42
34

1732.394
74,478
3^^044

a Estimated.

b This is the nnmber of State school ai;e (5-17) entitled to draw public money. The nnmber of cAtj
school sififi (6-17) entitled to attend city schools, was 49, 404.
e Bf^ sides 6,984 in private and chnrch schools.
d Besides 694 in private schools.

ADDITIONAL PARTICULARS.

San Francisco, — According to a table of classification and attendance, the schools
here consist of 2 high, 14 CTammar, 25 primary, 1 evening, 1 model school, and 9 un-
classified. The grades below the high schools are 7. Superintendent Bolander says
that the year was a very satisfactory oue^ a reduction of the material to be studied from
text books having given teachers more time for explanations and a better presentation
of the subject matter of lessons, while the principles underlying object lessons have
been bett<er adhered to and applied. There has been less memorizing, more training in
the habit of observation, and in the proper expression of ideas. In arithmetic the bur-
den has been lightened, the whole work in the lower grades being made to consist of a
thorough treatment of the numbers from 1 to 25. In the same grades a careful atten-
tion to penmanship has been productive of most favorable results. In drawing and
music kindred progress has been secured. In geography, natural philosophy, physiol-
ogy, and the art of reading, the effort has been to get rid of needless technical details,
and have the substance of things well imderstood ; the theory b^ing that the true work
of the schools is not to teach everything in all the text books used, but to discipline the
mind and store it with the most useful knowledge. And this knowledge is held to be
not merely a grasp of certain facts, but also of the principles which underlie all facts
and are applicable to great multitudes of cases.

The deputy superintendent argues for a system of free text books as gre^atly better
than the present system of purchase by those able to buy and free supply to those only
who profess indigence. He also says that in several schools where there was a great
pressure for admission into the lowest ^ades, the experiment has been tried of half
day classes, one set of children coming in the morning and another in the afternoon.
In spite of considerable opposition from parents who wanted their children to be taken
care of during the whole day, the experiment worked well, and, according to the tes-
timony of botn principal and teachers, the advancement has been equal, if not superior,
to that of whole day classes.

Botany, zoology, physics, and chemistry enter into the school course, as well as the
common English branches, music, and drawing, and in 2 cosmopolitan schools, as well
as in the boys^ high school, French and Gcnnan. — (Report for 1876-77.)

San Jo84 reports 9 school-houses, furnishing accommodations sufficient to admit every
child in the city to a seat, the best and latest improved furniture, first class apparatus,
and an energetic, hard working corps of teachers. Under a new course of study tJie
schools are so graded as to give 2 years to primary work, 2 to intermediate, 2 t-o gram-
mar, and 3 to nigh school studies. This arrangement was baaed on the observation
that heretofore in most instances from necessary absence and other causes it had t^en
8^ years to complete the first 6 years of school work, so that, with the 6 ye^irs thus
divided, the average pupil would not reach the point of admission to the lugh school
under 14^ years of age. In the new course oral instruction, morals and manners,
music and drawing, find a place, which they had not before. Technical education, as
a preparation for future trades, is also cont4^rai)lated and urged, as well as the e«tab-
lisnment of an evening school for such as have had to leave before completing the
studies of the grammar grade. Other proposals are that new teachers be put on a pro-
bation of 5 months, to ue coutinued and receive full pay only on the condition of

CALIFORNIA. 1 7

proving their efficieucy, and that every elected teacher hold a position during good
behavior, with increase of pay proportioned to the len<d;h of efficient service. — (Report
for 1^6-77.)

Stockton, not sending any printed report, makes return of the following, besides the
figures in the table : Estimated enrolment in private and parochial schools, 120 ; public
8cliool buildings, 10; valuation of school property, 8142,900; sittings for study, 1,G9.J;
A liigh school with at least 3 teachers — number of pujiils not given — and, apparently for
the city schools in general, special teachers of music and penmanship.

THE TRAINING OF TEACHERS.

STATE NORMAL SCHOOL.

Established in 1883 and housed in a noble building with ample grounds at San Jos^,
this school has prepared more than oue-sixth of the present teaching force of the State.
Its fiill course of study covers 3 years, the first 2 of which constitute an elementary
cooree, from which individuals may graduate with lower rank. Diplomas entitling
their holders to State certificates of corres[)onding grades, are granted to those students
who complete either the elementary or the full course. The printed report for the
school year ending March, 1877, showed 459 pupils in the regular normal courses, with
78iu a preparatory course. From a later written return, it appears that dming the
year there were in all 523 normal students additional to the 78 preparatory ; resident
iMtrnctors, 12 ; graduates, 53 fi*om the 3 years* course, 28 from the 2 years* course. Of
the latter, several returned to complete the full course. Drawing and vocal music are
among the branches taught, and the students have the advantage of a library of 1,075
volumes, of a laboratorj' to aid in chemical study, of apparatus for the illustration of
physics, of a small museum of natural history, and of a model school in which they
may practically apply the instruction they receive as to methods of teaching. — (Report
for IwG-T? and return.)

OTHER NORMAL TRAINING.

The formation of a normal class in connection with the girls* high school of San
Francisco was noticed in the Report of this Bureau for 1876. The re^wrt of the State
snjierintendent speaks of it as continuing to <lo good work. He thinks that similar
clasHes might be formed in other cities to supply trained teachers for the schools.

The Pacific Kindergarten Normal School^ estiiblished by Miss Emma Atarwcdel first at
Los Angeles and subsequently transferred to Oakland, reportetl 4 nonnal students for
1^, of whom 3 subsequently engaged in teaching. Drawing and vocal music entered
into the course of instruction given.

Theu, in counties with twenty or more school districts, teachers* institutes of three
to five days each are reciuired by law to be held by the county superintendents and
to be attended by the teachers of the public schools. These become temporary nor-
mal schools in the counties where they arc held, dealing with methmls of teac;hing and
discipline, and contributing greatly to the improvement of t^^achei-s as resjiects such
things. More than 70 institutes were held in 1875-*76and 187(>-77. — (State report and
school law of 1874.)

NEW EDUCATIONAL JOURNAL.

In March, 1877, Mr. Albert Lyser, as editor and publisher, started at San Francisco
a monthly octavo paper devoted to the interests of education and promising to render
most efficient aid to these interests on the Pacific coast. Its title is The Pacific School
and Home Journal.

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

Referring to the objections often raised against this class of institutions, the super-
intendent of public instniction says that the right of the Stat^ and of municipal gov-
ernments to maintain high schools is not legally distinguishable from the right to
inaintain elementary schools ; that schools exist because of a well founded claim on
the par*- of children to an education ; that this education is not a fixed quantity, to be
measured by one generation for that which succeeds it: the ''common schooling*' of
the past century, for instance, not atlcquately fitting the average citizen of to-day for
the business of life ; that the demand for high schools now is far more general tlu*ough-
ont the United States than was the demand for elementary schools half a centur>' ago ;
and that, as the education given in such high schools is necessary to the welfare of tho-
State, it should not be left to private greecl or sectarian ambition.

In answer to the charge that high schools are expensive, he says their cost is trifling
compared with that of the populai- vices which they help us to suppress ; and thaty
rightly managed, they pay fully for their cost, increasing the productive power of a

18 REPORT OP THE COMMISSIONER OP EDUCATION.

community by keeping at home youths who would otherwise be sent away,
taining in the schools those pupils who will give them the highest character an
the healthiest and most beneficial iniiuence. — (State report.)

number

(Repprt.)

OTHER SECONDARY SCHOOLS.

For statistics of business colleges, private secondaiy schools, preparatory i
and preparatory departments of colleges, see Tables VI, VII, lA in the append
the summaries of them in the report of the Commissioner preceding.

SUPERIOR INSTRUCTION.

UNIVERSITIES AND COLLEGES.

The University of California, at Berkeley, crowning the educational 8yBt«n
State, though not yet formally linked with the lower schools, presents for 187
" college 01 lettere," essentially the same elements as in previous years. The i
ments for admission to the " classical course " are fully up to those of the best 1
institutions elsewhere ; those for the ** literar>^ course," more moderate. The
library contains more than 14,000 volumes. The statistics for the fall term
were as follows : Academic senate, comprising officers of the college of letters
5 colleges of science and the instructors, 38 ; students in the classical course
college of letters, 61 ; in the Uterary course, 90 ; total, 151. Besides these 8
students of the colleges of science, there were ^ special course students, wl
class, take up but one or two hues of study and are not i*equired to pass the ^
examinations for admission, and 21 students at large, giving all their time to
studies under direction of the faculty, with 4 post-graduates. — (Register for 18

Nine other institutions for superior instruction report by printed catalogue <
ten return, or both, for some part of 1877 : Colle{/e of St, Auguatinej Benicia (Pro
Episcopal), 10 instructors and 60 collegiate students : Pierce Christian College,
City (Christian Church). 5 instructors and 3 classical students ; Pacific Mcihot
lege, Santa Rosa (Methodist Episcopal South), 4 instructors and 13 classical sti
Santa Clara College, Santa Clara (Roman Catholic), 26 instructors and 227 st
unclassified ; St, Ignatius College, San Francisco (Roman Catholic), 12 instruct*
apparently 187 students in collegiate studies, besides 85 in a business course an<
grammar and higher arithmetic, who are rated as collegiate, the college coui
covering 8 years and embracing in the firat four many things classed as elen
•or secondary elsewhere ; St, Mary's, San Francisco, 138 students in classical an*
titic collegiate classes; St, VincenVs, Los Angeles (Roman Catholic), 6 lust
•and 94 students in English, Latin, Spanish, French, book-keeping, &c. ; Vnivt
the Pa^cififC, Santa Clara (Methodist Episcopal), 10 instructors and 33 students
sical course ; and Washington College, Washington, 10 instructors and 14 stud
classical course. — (Catalogues and returns.)

For detailed statistics of universities and colleges, see Table IX in the append
the summary of it given in the Report of the Commissioner preceding.

Of 7 other colleges believed to be in the State (not including 2 for young w
3 send statistics, wliich may be found in Tables VI and VII of this Report, while
not reported for 1877.

COLLEGES FOR WOMEN.

The privileges of the State University, Hesperian College, Pierce Christian C
Pacific MethcSist College, University of the Pacific, and Washington College are
to young women as well as to youn;]j men. Pacific Methodist College m&es c
provision for them. Besides these, there are several institutions in the State fr
rior instruction of young women. Two of them, the Young Latlies* Seminary, I
and the College of Notre Dame, San Jos<5, report for 1877, the former, 7 instruct
78 students, ot whom 46 were in a preparatory department, 26 in the regular col
course, and 6 in optional studies; the latter, 26 instructors, 350 firee and 285 j
dents, 46 of them in collegiate couree and 1 in special coui*8e. Notre Dame, w
authorized to confer degrees, has a library of 2,500 volumes. Music, drawing,
iug, pSnanch, and German are taught in both ; at Notre Dame, Spanish also.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

SCIENTIFIC.

The colleger of agriculture, mechanics, mining, engineering, and chemistry coi
with the University of California are the chief agencies for scientific instmctioi
State. Most of tlie other colleges and universities, however, have scientific

CALIFORNIA. 19

ments or courses in accordance with the prevailing demand for special preparation for
practical and usefnl industries. Students in the scientiHc department of the university,
116.

There has been also, since 1862, in San Francisco, a private school of engineering, for
instruction in all the branches belonging to that science. It reported for 1677 a total
of 4 instructors and 60 students. In connection with the Mechanics' Institute of the
same ci^, courses of lectures on scientific subjects have been sustained for years past,
while discussion of such subjects has been customary at the semimonthly meeting's of
the California Academy of Sciences, also of San Francisco. — (Catalogues, returns, and
reports to Bureau of Education by Mrs. S. B. Cooper.)

PROFESSIONAL.

Theological training continues to be given in the Pacific Theological Seminary, Oak-
land, established under Congregational auspices in 1869, and in the San Francisco
Theological Seminary, first opened under Plesbyterian infiuences in 1871. Course of
study in each, 3 years. In the one at San Francisco the possession of the degree of B. a.,
or its equivalent, is one of the requisites for admission, but students of any Christian
denomination, duly qualified, may enter. — (Catalogue, 1877, and returns to Bureau of
Education.) In Pierce Christian 'Colleflje there is a Bible department, which may pre-
pare for either ministerial or general Christian work. — (Catalogue for 1877-78.)

Legal training appears to be in about the condition indicated in the report for 1876,
no college or scnool of law seeming to have been yet established.

Medical training is cared for (1) by the Medical College of the Pacific, organized in
\^M as the medical department of the University of the Pacific, and transleiTed to
University Collej^e, San Francisco, in 1870; (2) by the medical department of the
University of California, formerly Toland Medical College, San Francisco, which has
as its auxiliary now the California College of Pharmaey, recently afiiliat«^d with the
university as a branch of its medical department. All these seem to be well appointed
and to have a good and fair course of instruction, though without the preliminary
examination for literary qualifications now required in some such institutions at the
East. Requirements for graduation in the two medical colleges, attendance on two
fall courses of lectures, with three years' study of medicine, gootl character, fiill manly
age, at least one course of anatomical instruction, with clinics and a medical thesis;
in the College of Pharmacy, like attendance on lectures, four years' 8er\'ice in a drug
store, full age, and thesis. — (Catalogues and returns to the Bureau of Education.)

SPECIAL INSTRUCTION.

CALIFORNIA INSTITUTION FOR THE EDUCATION OF THE DEAF AND DUMB AND THE

BLIND, BERKELEY.

The buildings of this institution, which were burned January 17, 1875, have been
renewed upon the now much favored plan of separate "homes" for from 40 to 50 per-
sons each. The arguments in favor of this arrangement over the older one of a single
large establishment for all are (1) less danger from fire; (2) easy isolation of the sexes:
(3) better sanitary conditions; (4) economy of expenditure: as on this plan additional
buildings of the same class can be constructed at a much smaller outlay than if one
great structxire had to be put up; (5) greater convenience: as, when new buildings are
required, they can be erected without interrupt ion of the exercises of the school. For
these reasons two such homes have Ijeen constructed, with solid subfoundations of
cement, stone foundations with granite water table, superstructure of plain brick, and
roof of slate, the brick walls being hollow and plastered without wooden latiiing, so
that danger from fire is reduced to the least possible degree. With further wise pre-
caution against this peril, the staircases have been ma^lc of stone, an cxtjra spiral one
extending from the extreme end of the sleeping apartmentii to the ground, to make
sure of a safe exit for all in case of any fire; while the basement floor is laid three
inches thick with artificial stone.

The pupils on the rolls, June 30, 1875, wore 64 deaf-mutes and 30 blind ; added, since
that date, 23 of the former cl".r^ and 4 of the latter; graduated and dischiirged: of the
former, 14; of the latter, 4; died, .3; i-emaining, Juno 30, 1877, deaf-mutes, 71; blind.
29; total, 100. Teaching force, including principal, instructor in wood carving, ana
foreman of shoeshop, 10.— (Keport for 1876 and 1877.)

TRAINING OF 8KAMEN.

To supply intelligent and trained young sailors for vessels leaving the port of San
Francisco, acts were passed by the legislature of California and Coujj^ress, from 1874 to
1^6, looking to the establishment of a training school on board ship in that harbor.
Through the cooperation of the United States Government, which furnished the ship
Jamestown for the puipose and detailed a naval oflicer to command her, such a scho<u
ha« bf'en instituted, under the special direction of a committee of the supervisors of the
^ty and county of San I'Yancisco, with an allowance of $25,000 annually for its sup-
port. Two hundred boys, of 14 to 18 years oi age, are made admissible to Vta ipt\V\\e.^<e^

REPORT OF THE COMMISSIONER OF EDUCATION.

100 fi.-om the cify and county of San Francisco, and 100 from the other counties of the
State. They must be in good health, must e\inoe an aptitude or inclination for sea life,
must have the written consent of their parents or guardians lor their enti-ance on it,
and must, on entering, sign an agreement to serve at least two yeara on the training
ship or such other vessel as they may be sent to for service after any semiannual ex-
amination. Once entered, they receive instnictiou in the common branches of an Eng-
lish education, and in all that relates to practical seamanship. At the close of 1 hen-
two years* course, if not sooner provided with employment, they are to receive c^rtili-
oates showing their character and proliciency in nautical matters, which certiiica'c, it
is believed, will insure employment in firat class vessels trading with the port. — (Plx>-
spectns.)

INDUSTRIAL AND REFORMATORY TRAINING.

The City and County Industrial School of San Francisco, organized in 1859, admits
youths under 18 years of age who are in danger of becoming criminals thi'ougb neglect,
and trains them in the elements of a conmiuu school education, in music, and in such
industries an fanning, gardening, shocmakiiig, tailoring, and carpenter work. I or
the session of 1877-^8, tliere was a total of :;,0 instructoi*s and 23:^ pupils. Of these, ::4
were taught instrumental music and constituted a brass band, while 30 were so drilled
in vocal music as to be able to lead the whole school in singing. A library of 1,000
volumes, to which 200 were added in the year, augments the means of instruction and
improvement. — (Return Irom Superintendent D. C. Woods.)

EDUCATIONAL CONVENTIOXS.

STATE CONVENTION.

The state Educational Convention met at San Francisco October 25, 1877. State
Superintendent Carr delivered the opening addi-ess on ** Educational progress,^' in which
he dwelt upon the nee<l of a gi^ater nunu)er of more highly trainecl teachers and of a
more practical course of study in the public si'hools. Addresses and papers were pre-
sented afterward by Mrs. Jeanne C Carr, deputy State superintendent, on ** Educa-
tion at the Centemiial;" by Hon. John Sweii, principal of the Girls' High School, San
Francisco, on '* Teachers and teaching;" by President Le Conte, of the university, on
*'The importance of unity in the methods of instruction in the public schools; " by Kev.
O. P. Fitzgerald, former State superintendent, on *'The press as an educator;" by Prof.
William White, of San Francisco, on the '*jJlaims of the high schools to support from
the State:" and by Pi*of. A. L, Mann, city superintendent elect of San lYaucisco, on
"Classical and scientific studies." J. B. Chesney, chairman of the committee on in-
dustrial education, presented an elaborate report, taking strong grounds against the
plan of ingrafting a system of manual labor on the common school system.

Resolutions were adopted (1) favoring the iutioduction of sewing into the primar>',
grammar, and ungraded country schools taught by women, so liir a« it may be
made available as a means of education, and not as a tiaile; (2) urging upon' the
legislature the organization of a Kindergarten in connection with the State Normal
School at San Josl; (3) expressing the opinion Ihat the ''Present State course of study
as applied to country schools is detective, in that it requii-es too many things to l>e
taught children in the primary grade that would be better learned, and without efl'ort,
when age shall have matured the child's mind;" and (4) that ''Some of the text books
prescribed by law for use in public schools are entirely inadequate to meet the wantii
lor which they are designed, and that we, as school officers and teachers, earnestly de-
sire a change.'' — (Educational Weekly, November 15, 1877, and Pacific School and Home
Journal, ^lovembe^, 1877.)

CHIEF STATE SCHOOL OFFICERS.
Hon. Ezra S. Carr, State superintendent of public inetrueHon, 8aeran%ento.

[Terra, 1876-1880.]
Mrs. E. S. Carr, deputy hvperintendent, Saeranientc.

STATE BOARD OF EDUCATION.

[Term of the governor expires December, 1879; that of the saperintendents, in 1880.]

Name.

Office.

Addrea«.

His Exoelleucy William Irwin
Hon. Ezra S. Carr

Governor of the State and ex officio president

State superintendent of public iosi ruction, secretary.
Superintendent of San Francisco County schools ...

Superintendent of Sacramento County schools

Superintenilcnt of Santa Clara County schools

Suwrinteudcnt of A lamoila Countv schools

Sacramento.
Sacmmfi'ii in

A. L. Mnnn

San FVanciAoQ.

E. L. Lfludes

Sacranie: to

L. J. ChiDuian

San -loA^

J. C. Gileon

I'ipaiiantnn

K.W. Davis

Superintendent of Sonoma County schools

Santa RnaA.

S.6.S. DoDbar

Superinteudeut of San Joiiqnin County schools

Princinal of State Normal School

Stockton

Charlos H. Allen

San Jo«&

COLORADO.

STATISTICAL SUMMARY.

1875-76.

1876-77.

Increase.

Decrease.

POPULATION AND ATTENDANCE.

T6othof school affe (6-21)

21, 962

14,364

8,043

21, 612

14,085

8.141

350

Enrolled in Doblio sebools. .........•••.

279

ATeraire daily attendance •

SCHOOLS.

Sdwol districts

341
217
100

Sebool'bonses ...--

219

Average time of scbool, in days

TKACHEBS.

TeachfTs in onblic schools. ...... - ......

401

|60 00

48 00

433

|56 10

51 45

ATenee montbly pay of men

13 90

ATerage montbly pay of women

mCOMK AND EXPENDITURE.

S3 45

V "^

Whole receipts for public schools

Whole exnenditure for schools ..........

1235,854
233,298

$198, 975
215,256

136,879

18,042

EXPENDITURE PER CAPITA —

On school DODtilation ...... ...... ......

|7 93
12 12
21 65

17 95
12 20
21 10

to 02
08

On enrolment ........ .............

On average attendance

to 55

(Prom retoms of Hon. Joseph C. Shattnck for the two years above indicated, except
the items of districts and 8chool-hou8«»8 in 1875-76, whicn are from the report of Hon.
Horace M. Hale, late superintendent. Mr. Shattnck writes that the statistics for
1876-77 are correct as far as they go, but that from some counties (Mexican) he had no
reports. His explanation of decrease at several points is that heretofore estimates
^▼e been put in the summaries of particulars for counties not reporting. He has
tbonght it best to stop that, and has made no effort to swell the aggregates by any
goefising.)

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

For supervision of all county superintendents and of the public schools of the State
there is a State superintendent of public inntruction, formerly appointed by the governor,
now chosen by the people for a term of 2 years.

For granting StAte diplomas to teachers of proven character, experience, culture,
»nd ability, there is a State board of education, of which the State superintendent is
president. The diplomas are to be of two grades, one entitling the holder to teach in
Aigh schools, the other in schools of lower grade, both for life.

LOCAL.

For supervision of county and district schools there are: (1) county superintendentSf
chosen by the people every 2 years, the year of election alternating with that for choice
of State superintendent; (2) boards of directors for school districts (3 or 6 persons,
accoTdinff to population), chosen by the people with a view to eventual 3 years'
service, but to be changed in one-third of their material bv annual election ; (3) high
**ooloommi<tee», comjwsed of the county superintendent of the county in 'wMcli a wnVou

22 REPORT OP THE COMMISSIONER OP EDUCATION.

high school may be projected, and of 3 other x>erBoi)8 to be chosen from their own
number by the directors of districts uniting for the establishment of such a school. —
(School laws of 1876 and 1877.)

ELEMENTARY INSTRUCTION.

NO STATE REPORT.

The report of the State superintendent of public instruction under existing laws is
presented biennially, and none is due till the close of 1878. The information given iu
the preceding statistical summary and in the following matter relating to the schools
of Denver is, therefore, the only intelligence as to elementary Struct ion for 1877,

CITY SCHOOL SYSTEM.

DENVER.

Officers. — A board of education of 6 members, chosen by the people for terms of 2
years, one-half being chnngetl each year, has charge of the city school system. The
board when organized chooses a superintendent not of its own number. — (Special school
law of 1874.)

Statintics, — Children of school age (6-21), 2,481; enrollwl in public schools, 2,078:
average number belonging, 1,327 ; average daily attendance, 1,281. Teachers, includ-
ing the superintendent and 2 teachers of Geiiuan, 36; average number, 34. Expendi-
ture, $;39,Ool.

Additional particulars. — Corresponding with the s+eady growth of the city, the increase
in enrohncnt during 5 years bus been 76 per cent, and the intrease in the average
nimiber belonging to the schools 145 per cent. The schools of the city are classed as
primary, gramnuir, and high, the coui-se in each of these covering 4 years. All pupils
m and above the third primary grade are i)ermittcd to study German. The lugb
school — in which are 3 coiu'ses of study, an English, a chissical, and an English and^
cla.ssical — had in 1877 an enrobnent of 10.^, and in the summer of that year graduatettJ
its first claas, apparently of 8, and admitted 40 out of 50 candidates for the sc^ission ofa
1877-78. — (Report of Superintendent Aaron Gove and of the board of education, 1877.)^

TRAINING OF TEACHERS.

TEACHEKS' INSTITUTES.

The only provision for the x>re])aratiou of teacbeiTs for especially efl8cient school work^
besides the institution of nonnal classes in the university, of which we shall hearmorf^
in a year or two, is one for institutes. Respecting these the law of 1877, section 80.
directs that whenever assiurance shall be given to the suj>erintendent of public instruc-
tion by the county superintendents of two or more counties in any judicial distiic*"
that not less than 25 teachers in said district desire to assemble for the purpose of hold —
iug a teachers' institute, he shall api>oint the tiiue and place of meeting anA give dui^
notice to the county superintendents of all the counties in the district. The Stat^
allows a sum not to exceeil ^100 for expenses, and pemiits boards of directors to cloet^
their schools during the session to allow teachers to attend, the pay of attending
teachers going on during attendance.

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

In the absence of a State report for 1877 there is no other information respecting thes^
than that contained in the preceding paragraph respecting the Denver high school^
except that the new school law of 1877 authorizes school botirds iu districts with ]K)p^
ulations of 330 and upwards to establish a separate high school whenever they shall.
deem it expedient or necessary, but not to erect or lease a building lor it without th»
consent of the voters of the district. Two or more districts, as before intimated, may
unitii to form a union high school.

CHURCH SECONDARY SCHOOLS.

Two schools of high class for young ladies — St. Marj^'s Academy, Denver (Roman.
Catholic), and Wolfe Hall (Protestant Episcopal), at the same place — report for 1877 iy
total of 16 teachers and 181 pupils, 2 of these in classical courses and 46 in modem,
languages. Drawing and music are taught in both and each has apparatus for
instruction in physics ; Wolfe Hall, some means of chemical illustration, also. The
latter reports a library of 840 volumes, the former of '* about 500."

Jarvis Hall, Golden (Protestant Episcopal), a classical and commercial school for^
young men and boys, was also in operation during 1877, as previously.

PREPARATORY SCHOOL.

The regents of the new State university at Boulder have perfected their ammge-

ments for preparing students for such of the university courses as they may select.

(Circular for 1877-78.)

COLORADO. 23

A retnm, apparently for the fall term of 1877^ gives an attendance of 64 students, of
wham 30 were in training for the classical and 10 for the scientific course.

SUPERIOR INSTRUCTION.

COLLEGES.

The UniterHtjf of Colorado, at Bonlder^ and Colorado College, at Colorado Springs, are
now open^ at least to preparatory students.

The university is, by law, " to provide the best and most efficient means of impart-
ing to young men and women, on equal terms, a liberal educatiou.^' It is to include
eventually classical, philosophical, normal, scientitic, law, and such other courses of
instruction as the board of regents may determine, with a department of physical sci-
ences. But all these, except the normal course and a preparatory department, are to
be of gradual growth. A printed announcement for 1877-^78 states that arrangements
have been made for preparatory and normal classes, and that classes in the university
coursee will be formed as required. It is to receive for its support one-fifth of a mill
on all property assessed in the State ; product at present, about $8,000.

Respecting Colorado College, there was a statement in the Colorado Springs Gazette,
of June 23, 1877, that the college was then prepared to receive pupils ot advanced
standing and to carry them on to graduation. The school was taught in a wooden
liuilding, owned by the college, awaiting the erection of the new one, for which prep-
arations were in pro^^ress. T^s was expected to cost $30,000, nearly f 10,000 of which
sum had been subscribed by the citizens of Colorado Springs. The American College
and Education Society, it was stated, had pledged |20,000 toward the endowment of
professorships. A later issue of the same paper states that contract* for the erection of
the college building have been made, and its completion is looked for by the fall term
of 1878.

No information respecting Evans Univernty is at hand.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

SCIENTIFIC.

The State School of Mines, at Golden, reports for 1877 an attendance of 14 pupils in
its regular scientific department, besides 2 studying telegraphy and 14 in the prepara-
tory department. This school was reorganized in 1877 as a free scientific school. Alter
Jaiiaar>' 17, 1878, it is to be supported oy a State tax of one-tenth of a mill on the dol-
lar. The course of study appears to be substantially the same as reported in 187G. —
(Ivetum and printed circular, 1877.)

The State Attricultural College, Fort Collins, is, by law, "to afibrd thorough instruc-
tion in agriculture and the natural sciences connected therewith;" is to combine phys-
ical with intellectual training, to have a course of not less than 4 years, and to be
open to both sexes. For its maintenance, a State tax of one-fifth of a mill Ih to be
added to the interest of the moneys deriveu from the sale of the lands donated to it.

PROFESSIONAL.

Matthew^ Hall, at Golden, the only institution that has been open for instruction in
theology, or indeed for any of the professions, is now closed. — (lie turn for 1877.)

SPECIAL INSTRUCTION.

XXSTITUTE FOR THE EDUCATION OF THE MUTE AND BLIND, COLORADO SPRINGS.

Thirty pupils have received instruction in this institution since its foundation in
1^4. The present number is 26, of whom 12 are males and 14 females. English lan-
guage, composition, penmanship, geography, history, arithmetic, scripture lessons,
and drawing are taught. The employment's are printing, shoemaking, gardening,
housework, plain and fancy sewing, cutting and fitting ot clothing, and crocheting.
A 16 column weekly paper is published by the pupils. — (Return, 1877.)

CHIEF STATE SCHOOL OFFICERS.
Hon. JOBBFH C. Shattuck, iitate iuperintendmt of puNie inntrwition^ Denver,

STATE BOARD OF KDUCAHON.

[Terms of office expire JannAry, 1879.]

Membera.

HoiLJofteph C. Shnttnck, State anperintendent, president.

Hon. William M. Cbirk. secretary of state

'ioii.A.J.Siuupaon, attorney general

Post-office.

Denver.
Denver.
Denver.

REPORT OF TDE COMMISSIONER OF EDUCATION.

CONNECTICUT.

STATISTICAL SUMMARY.

1875-76.

1876-77.

Increase.

Deer

POPULATION AND ATl'KNDANCB.

Children of sohool age (4-16) .... .

Scholarn registered in winter

135,189

98,923

89,832

4, 454

119, 106

9,816

128, 922

12, 297

74, 369

66, 621

88.10

95.:i6

1,493

1,628

2, 499

118

152

270

1,148

883

556

212

2,656
2,638
1,780
539
$67 43
37 16

$1,560,565
1,529,181

1.37,099

99.657

90,845

4,894

119, 208

10, 180

129,388

1.3, 865

75,732

68,588

86. 9.'»

94.38

1,487

1,629

2, 5;J0

112

165

277

1,176

922

524

201

2,676
2, 659
1,904
478
$64 55
36 20

$1,506,218
1,510,222

1,910

734

1,013

440

102

364

466

1,568

1.363

1,967

Scholars registered in sammer

Number registered over sohool age

Different scholars in public schools ...
Pupils iu other than pnblic schools ...
PiiDils in schools of ail kinds

Children of school age in no school

Average attendance in winter

Average attendance in summer

Per cent, of registered to enumeration .
Per cent, in schools of all kinds

•••«•«

SCHOOL DISTRICTS AND SCHOOLS.

School districts in the State

Public schools

I
31

DtiDartments in these ...... .... ......

Schools with two departments

Schools with more than two

Whole uumber of graded schools

Denartments in these ...... ...... ....

13
7

New school-houses built ..........

Houses in stood condition

Houses in lair condition

Houses in |)oor condition

TEACHERS AND THEIR PAY.

Teachers in winter schools ...... ......

Teachers in summer schools ...... ....

Teachers continued in same school

Teachers who never taught before

Average monthly pay of men

Average monthly pay of women......

INCOME AND EXPENDITURE.

Total income for schools ...... .... ....

124

••»•••

$5-
1)

Total expenditure for schools. . . ......

(From the reports of Hon. B. G. Northrop, secretary of tlie State board of educa
for the two years indicated.)

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

A State hoard of educatioriy composed of the governor, lieutenant governor, and
persons appointed by the general assembly for terms of four years each, with ch
of one each year, has general supervision and control of the educational interests c
State. This board appoints a secretary who acts as its executive officer throuj.
the State, with an assistant secretary for office work, and a general agent lb
enforcement of the law which forbids the employment of untaught children in fam
factories, or shops.

CONNECTICUT. 25

LOCAL.

Bottrdi ofgetiool mniorsfor towns are composed of 6 or 9 members chosen originally in
foil at the annual town meeting, and changed in one-third of their number at each
sab^eqnent meeting. These boards have, unaer the State board, the direction of stutlies,
examination and certification of teachers, and visitorial oversight of the town whools,
attending to this last mainly through their secretary and a member annually assigned
to that duty, called the acting school visitor.

Boards far school districtSy into which towns may be divided, are ordinarily of 3 per-
sons chosen by ballot at the annual district meeting, with a clerk, a treasurer, nn<l a
collector. The exceptional cases are in school districts succeeding to the old school
societies, in which boanls of education of 6 or 9 members have been elected, and are
changed in one-third of their material by subsequent annual election. — (School laws,
edition of 1872.)

ELEMENTARY INSTRUCTION.

GENERAL CONDITION.

No great or striking signs of progress can onlinarily be looked for in any single year
in the school system of an old and well established State. It is only as wo compare
several years one with another that such progress can usually be found. But hc^re the
board of education says in its report, that the history of the schools for 1877, as far as
it coald be read through the statistics, was very satisfactory ; and looking at these
statistics we see ground for the satisfaction shown. The increase of enrolment in the
public schools, 7'M in winter and 1,013 in summer, indicates, for example, some fair
approach to a harvesting of the increase of children of school age, 1,910. The increase
of average attendance, 1,363 in wintjer and 1,967 in summer, is even more encouraging,
Although against this has to be set an increase too of 1,568 in the number attending no
ec-hool ; but, as the board says, a largo proportion of these non-attendants are chihlren
o£ such tender age that their absence from school is hardly a matter for regret. We
find 7 more graded schools, with 28 more departments ; while to meet the increase in
eiorolment and attendance there were 20 more teachers In the winter schools and 21 in
tlje summer schools, as well as 124 more who, for at least the second year, were settled
in the same school, showing a gradual approach toward permanency. The receipts for
iK-hool purposes have, it is true, fallen olf $54,347; but in view of the shrinkage in the
"voliiation of all property and in the prices of tne commodities of life, the whole re-
ceipts, with even this large falling off, the bofuxl says, represent a greater sacrifice
Qpon thQ people's part than formerly, and a greater power to purchase commodities
«^Md services than the larger looking income ot 1876.

The part of the history not to be told in figures, iu the opinion of the boanl, is not
leass satisfactory ; the interest of the people in the schools which they maintain, the in-
dustry and activity of the corps of teachers, and the obedience and diligence of the
scholars having been fully up to the high standard of past years. — (Report of board

NEGLECTED CHILDREN.

Mr. Northrop says that Mr. Giles Potter, the agent of the State board for the pur-
pose, has rendered during the year ofiBcient service in securing the observance of the
law for the prevention of illiteracy. The plan of visiting schools to ascertain fi'om
piipils and teacher the extent of absenteelBm has proved very useful. The question
* Dot's any scholar in this school know of a boy or girl of school age who has attended
tio school this term or this year?" usually reveals the real facts in eat^h case. These
inqniries have increased attendance and served to magnify the importance of the school
Wh with pupils and parents. For the mere fact that the State, in its enforcement of
attendance, is found thus to be looking after individual children, leads many parents,
^ciaUy roreigners, to a higher appreciation of the school and of their own parental
duties.

The gain in attendance since the adoption of a compulsory law (it being followed
il> by the visits of an agent) abundantly shows the value of the enactment and com-
pensates for the effort to secure a general observance of it. Besides the systematic ^
^ork of the agent, Mr. Northrop himself, as the secretary of the 8tato board, keeps in '
^ew the needs of the neglected children in his visits to towns, to schools, and fac^tories,
ui his conferences with school officers, and in public lectures. " He has thus delivered
'0 lectures and paid 57 visits to 42 different towns, while Mr. Potter has visited 43
towns and 258 ctepartments in 189 schools, each finding children illegally kept from
^hi)o\ and bringing many of them in.

The law, as Mr. Nortliop justly says, should not relax efforts at persuasion. The
prime thing is to make the schools so good and their advantages so inviting that attend-
ance may come to be regarded as a privilege and not have to be imposed as a necessity.
A little kind endeavor in such circumstances will usually bring in the absentees. But
l^hen such means fail and reasoning also fails, coercion must come in to protect help-
less children in their right to an education, and give them at least the 60 days a£
'uuiual tichooling which the law now requires. — (Report for 1877.)

REPORT OP THE COBfMISSIONER OP EDUCATION.

SOME EFFECTS OF COMPULSION.

Mr. Northrop, having beon abroad in the summer of 1877 to observe some thlnc^s in
European school syHt'ems, makes a favorable report of the ivorkings of a compulsory
educational law in several of the English cities. In Loudon, where such a law has
been pretty rigidly enforced, he says that, as a result, there has been already, accord-
ing to the testimony of the city officers, a considerable reduction in the number of
iuvenile otTences and in the cost of youthful pauperism. Every gang of young thieves
known to the poUce has been broken up, and city Arabs that had been almost unman-
ageable sit now in the schools beside tne sons of industrious citizens in healthful and
improving competition. The superintendent of the HoUoway Prison testified that,
apparently in consequence of this training of the children, there had be^n committed
to his prison in the year past only 28 male .juvenile offenders and no females, though
in 1869 there were 136 males and 21 females so committed. Similar testimony to the
good effects of compulsory attendance on the schools, with moral influences brought to
bear upon the children there and elsewhere, came to him from other cities. — (Report
for 1877.)

OTHER TOPICS TREATED.

The adornment of school grounds with proper shade trees is strongly urged by
Mr. Northrop in this as in previous reports, and it is pleasant to note that through
his efforts much progress in this good work has been effected. State uniformity of t«xt
books he writes decidedly against, as greatly expensive to be^in with and fruitful
afterward of embaiTassment and litigation. Industrial education, as a preparation
for the fnture work of life, has considerable space devoted to it, but no definite plan
for it is proposed. The advantages of European schools of forestry are also largely
dwelt upon and the methods of those schools described.

KINDERGARTEN.

One school of this class, 287 Myrtle avenue, Bridgeport, reports 80 children of 4 to 9
years of a^e under the instruction of one principal and 4 assistants in 1877, the school
Deing held 5 hours daily for 5 aays in each week, with 40 weeks in the school year. —
(Eotum.)

CITY SCHOOL SYSTEMS.

OFFICERS.

In Hartford, a board of school visitors of 9 members, one serving as acting school
visitor; in the other cities, boards of education of 9 or 12 members, with city superin-
tendents of schools ; term of service in each case, 3 years, one-third going out each
year, to be replaced by new election.

STATISTICS.

City.

Population.

Children of
school age.

Enrolment.

Average at-
tendance.

Teachers.

Bxpenditare.

Bridgeport

Hartford

Mnridon

V4, 745
41,600
10, 943
7,000
58,675

5,864
9,621

4,735
7,596

3,193
5,038

81
160

$60,188

Mlddletown

New Haven

1,415
12,964

1,048
11,436

676
7,491

904

S6.S73
906,43$

ADDITIONAL PARTICULARS.

In Bridgepartf 333 scholars in the ordinary evening schools and 99 in an evening
drawing school, added to the 4,735 enrolled in the day schools, give a total enrobneut
of 5,167. Adding also the 6 teachers in the evening schools to the 81 in the day
schools, we have a total of 87. The evening schools were open only twice a week,
and hence secured a more regular attendance and more satisfactory results than is
customary where the sessions include 4 or 5 evenings in the week. The schools were
newly classified and graded in the school year 1876-^77, in accordance with a course of
study adopted at the beginning of the year. In the primary schools, the word and phonic
methods of teaching reading took the place of the longer and more tedious alphabetic
method, saving much time and trouble. In the grammar and high schools, a system
of monthly written examinations was carried on through the year with excellent
results ; and, as the teachers were thus relieved from keeping daily records of schol-
arship, they were able to ^ve their whole time in school to tie work of instruction.
Oral examinations by difierent members of the board of education and by the city
superintendent have also aided in stimulation. For this purpose some 1,400 visite
have been made to the schools, the visits varying in length m)m a lew minutes to
ft room to an entire session. A city high school, opened at the beginning of the year,

CONNECTICUT. 27

eDroUed 82 different papils, and spread an influence for good through all the other
0cbool8, by presenting a standard toward which all may strive. Drawing was iutro-
dnced into tne schools during the year and vocal music was prosecuted as in previous
years from the lowest to the highest grade. — (Report of Superintendent H. M. Har-
rifljeton for 1876-'77.)

Hartford had, in addition to her day schools, 2 eveuin^ schools continued during the
winter and enrolling 529 pupils, with an averuire atteuduucc ul 192. The studies were
mainly elementary and the results appear to have been encouruging. In all the dis-
trict schools the text books used are of the same kiud, and ouly such books are used
and such studies pursued as have been prcs<Tibe<l or authorized by the school board.
A portion of eaeh session is devoted to siugiug, iu which all pupils are expected to
join. Instruction iu the nidimeuts of music is also given. Drawing is begun iu the
firet grade, and is continued through at least the second year of the high school. Ger-
man is provided for in 6 grades, entering also into the lirst two high school years. The
high school, under its able principal, Mr. Joseph Hull, ivtaiuM its high standard of admis-
sion and gnuluatiou, and includes, besides the i^upils froui the grammar schools, about
100 scholars from the neighlwriug towns, enrolliug 4")0 in the spring of 1877. The
great increase in its attendance required in that year the erection of an addition sufli-
cient to accommodate upwards of 200 more pupils with study and recitation rocmis.
This was accomplished at comparatively small cost, and with great improvement of
the interior ; but unlbrtunately the exterior was not made to harmonize with the ele-
pnce of the main building, and thus impairs the benuty of the whole. — (Report of
board for 187(>-'77, through Acting School Visitor John H. Brocklesby. )

Middetown. — As to teachers, it is pleasant to learn that here all who were appointed
at the commencement of the school year 1876-^7 were retained to its close, and, at the
annual election in June, were reelected to their former positions. As to studies, we
are told that drawing receives attention, that instruction in the metric system has
been intro<luced, and that in the *^ senior department " there is a commercial course to
fit pnpils for business, as well as classical and English coui'ses to tit them for college
or for refined domestic life. As to methods, we learn that in the primary- classes the
book h» laid aside and words in common use placed on the blackboard in view of all.
These the children write on slates and learn to spell from memory. The slate receives
also a copy of the drawing lesson while Home are couHtnicting the same figure of
larger size on the board. The pu])ils are taught to make figures and form their simpler
combinations on the slate. The teacher walks among the pupils, neediuj^ no book, and
calling for answers to her questions trom whom she will. 1 rcqiient reviews fix these
lessens in the mind, until at the close of the term a review of »50 days' work seems
little more than an ordinary' lesson. The little onew store away in a year nearly one
thousand useful words which tliey can write or Hpell at any time, besides the first
lessons in drawiuj^ and arithmetic. — (Report of the board of education, acting school
visitor, and Superintendent H. E. Sawyer lor ld7()-77.)

At New Haven the system of instruction, based on a scheme of studies adopted in
1870, has become quite uniform throughout all the grades, and has, during 187t>-'77,
demonstrated it« elficiency even more than in any previous year. The ratio of enrol-
ment to the niimlMjr of school age has been also greater and the aggregate attendance
fiiUer than ever before. In the truant school, the attendance has been 94 i)or cent, of
the enrolment throughout the year, many of the boys not being absent once in a
whole term and some not for two terms. The number at tending the evening school
was not as large as in preceding years, but the application to study on the part of
those who came resulted in an improvement more than usually satisfactory. The
grading of the day schools — with the exception of 'A tliat^ for special reasons, are un-
graded — is upon the now customary basis of 8 gi*ades ot a year each below the high
school, with 4 years in that school. Class promotions are made, as a rule, each year,
sometimes twice a year, while individuals found, at the monthly examinations, t^ bo
fitted for a higher grade are a<lvanced without waiting for their classes. With a view
to securing a steady supply of home trained teachers, 22 pupil teachers have been
kept under training, doing duty as iustruct(u-s ami fumirthing substitutes for regular
teachers who from any cause are abst^nt from their posts. During each year these
young teachers are said to save tht; city more than one thousand dollara, which, with-
out them, would have to be paid for substitutes brought in from without or kept in
pay for meeting exigencies. — (Report of SuiK'rintendcnt Ariel Parish for 1876-77.)

THE TRAINING OF TEACHERS.

STATE NORMAL SCHOOL.

This institation, still continued at New Britain and devoted to special preparation
of teachers for the public schools,Teporte(l for the fall term of 1877 a total of 8 instruct-
on with 127 students, 36 gra<luates in the preceding scholastic year, and 26 of these
engaged in teaching. Drawing is taught, with the aid of models, casts, apparatus,

28 REPORT OF THE COMMISSIONER OF EDUCATION.

' and examples. Vocal music is also attended to, and there are means for illnstratioa
in chemistry and physics, with a library of abont 1,200 volimies. — (Return for 1877.)
Of the continued and increasing efficiency of the institution Secretary Northrop speaks
very highly in his report for the same year.

TEL.VCHERS* INSTITUTES.

Legal provision is made for holding these with a view to instruction in the best
modes of administering, governing, and teaching public schools, and it appears from
the report that twenty-three such were hehl, live as county institutes and eighteen for
towns. At these last, the custom has been to visit in the morning the schools of the
place and observe their methods in order to adapt the instruction in the meetings to
local needs. Then, in the afternoon, the schools being dismissed, the teachers and
friends of education hold a session of two or three hours, with another shorter one in
the evening. Special pn)miuence has been given during the year to instruction in map
drawing. — (State report. )

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

No specific report of the high schools of the State being made through the board of
education or its secretary, we are dependent, as in fonuer years, on city school reports
for almost all our information concerning them. In the high schools of Bridgeport.,
Hartford, and New Haven, we find well arranged 4 years' courses, both Euglitih and
classical, the latter preparing for the academical departments of the best colleges, the
former for the scientific departments or for ordinary business pursuits. At New Haven.
Greek, which has been for some years omitted, was restoreti in 187G, making the school
again preparatory to Yale College, as well as to the Sheffield Scientific School. The
*' senior department" of the schools of Midtlletown appears also to be substantially of
high school grade, with a 4 years' course in classical as well as English studies, the
former including Latin and French for 3 years, the latter substituting history for the
Latin and French of the secumd and third years. In these 4 schools there appear to
have been 1,213 pupils enrolled during 1876-'77, with an average attendance of 828,
under 35 teachers.

In the t/own reports of Enfield and Thomaston, aiipended to the State report pub-
lished in 1877, three high schools in the former and one in the latter are spoken of as
abiding much to the advantages for education ; but no statistics respecting them are
given. In that from Merideu, in the appendix of the i-eport for the following year,
the need of such a school is strongly dwelt ujion. In most of the larger villages there
are understood to be higher departments of graded schools which give high school in-
struction, while such iuMtitutious as the Bulkeley School, New London; the Morgan
School, at Clinton, and the Norwich Free Academy appear to unite the characters of
the old academy and the modem high school.

OTHER SECONDARY SCHOOLS.

For detailed statistics of private academic schools and schools for the preparation of
students for college, see Tables VI and VII of the appendix, and the summaries of these
in the Report of the Commissioner preceding.

BUSINESS COLLEGES.

No business college is reporte<l for 1877 in this State, but a commercial course extend-
ing through two years is reported by the board of education of Middletown as con-
nected with the "senior department" of the public schools there, which is substantially
a high school. The course includes arithmetic, algebra, commercial forms and calca-
lations, book-keeping, rhetoric, and natural philosophy.

SUPERIOR INSTRUCTION.

COLLEGES.

Trinity CoU^ej Hartford, Wesleyan Vniveraity, Middletown, and Tale CoUe/fe, New
Haven, report by catalogue or circular for 1877 a total of 58 instructors in academical
departments, with 832 students, of whom 15 were in special courses and 51 gra^duates
pursuing studies beyond those of the regular 4 years' course. In the Art School of Yale
there were also 23 students. The libraries of the three colleges number respectively
18,000, 27,000, and 83,000 volumes, besides those of students" societies and others to
which students have access. All three set a high standard for admission to the fresh-
man class and in all the course of study is well arranged and full. In Trinity there is
little option as to the studies of the regular course ; Imt studies additional to that may
be prosecuted by those who desire a degree in science as well as in arts, and students
in special courses are allowed to prosecute such studies, always including Latin, as
they may be found qualified to pursue, reciting with the regular classes in these studies.

CONNECTICUT. 29

AiWesleyan and Yale there is large liberty of choice in the junior and senior years,
aod at Yale, where this liberty y^'os not given till 1876, it is reported to have worked
most satisfactorily, the students* being carried further in the separate departments, and
this with more continuity of effort and more enthusiasm. — (Catalogues and repoi-ts of
1876-77 and 1877-78.)

COLLEGES FOR WOMEN.

For detailed statistics of this class of institutions, see Table VIII of the appendix,
and the summary of it in the Keport of the Commissioner preceding.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

SCIENTIFIC.

The Sheffield Scientific School of Tale CoUeyey having received in 1873 the national
grant for the promotion of scientific education, thus became the Connecticut CoUc'^e
of Agriculture and the Mechanic Arts. There is a 3 years* course, with graduate
courses beyond this. The instructii)n is intended for gra<luates of colleges and other
persons qualified for advanced or special scientific stiuly, as well as for undergraduates.
The graduate courses lead to the degree of ph. b., c. e., or D. E. (dynamic engineer).
In the undergraduate department the courses of instruction most distinctly marked
OQt are in chemistry, civil engineering, dynamic or mechanical engineering, agricult-
ure, natural history, biology as a preparation for medical studies, studies preparatoiy
to milling and metallurgy, and select studies preparatoiy to other higher studies. The
number of students in 1877 was 194. — (Catalogue of college, 1877.)

THEOLOGICAL.

The institutions for theological instruction in Connecticut are the Theological Depart-
««< of Yale College (Congregational), the Berkeley IHvinity School j at Middletown
(Protestant Episcopal), and the Theological Institute of Connecticut, at Hartford (Con-
gregational), each witn a course of study covering 3 years, and all together coutainiug
alMut 175 students. The school at Yale requires for admission a liberal education at
some college or such other literarj' acquisitions as may be considerc*d an equivalent
preparation. The requisitions for admissions to the Berkeley school are nearly as high ;
oat of 27 students reported in 1877, some degree in letters or science had been received
W24. In the Theological Institute, at Hartford, 18 out of the 31 students had received
BQcb a degree ; at Yale, 88 out of lO^ undergraduate theologues, and 2 out of 5 resident
licentiates. — (Returns and catalogues, 1877.)

LEGAL.

The Law Department of Yale College embraces one course of instruction for graduates
and another for undergraduates, each covering 2 years. The methods of instiiiction in
the undergraduate department are by daily lectures and recitations from text books,
with weeklv moot courts. In 'the graduate course, the degree of master of law is con-
ferred at tne close of the first- year and that of doctor ot civil law at the end of the
second. — (College catalogue ana return of law school, 1877.)

. MEDICAL.

The Medical Institution of Yale College reports an attendance for 1877 of 56 students, of
whom 16 had received a degree in letters or science. Ouly the more elementary branches
are Mtudied during the first year ; the more practical studies come in the second, while
provision is made for a third in which those of the entire course are reviewed, with the
addition of such collateral branches and advanced courses of reading as may be ad-
visable. To receive the degree of the school, students must have attended two full
coarse of public lectures and studied medicine for three years ; except in the case of
college graduates, whose diplomas are rectdved as equivalent to certificates of medical
atudy for one year. — (Be turn and college catalogue, 1877.)

SPECIAL INSTRUCTION.

EDUCATION OF THE DEAF AND DUMB.

The American Asylum for the Deaf and Dumb at Hartford was founded in 1817, and
liaggince had 2,141 pupils under instruction. The present number attending is 272, of
▼horn 162 are males and 110 females. Sixty graduates of this school have become
teachers in similar institutions. The course of study comprises the common English
branches and articulation. Cabinet making, shoeniaking, and tailoring are the employ-
naenta taught. During the year, instruction in articulation and lip reading has been
given to 40 iiupils, of whom' 16 are serai-mutes and 24 are deaf-mutes. The number
of deaf-mutes of school age in New England is estimated at 775, of whom perha]>s 400
are at school, leaving 375, nearly half, not receiving a regular education. These fig-

30 REPORT OF THE COMMISSIONER OF EDUCATION.

urea, it is remarked, are not creditable to New England, althougli it is believe<l that
since the American Asyhmi first opened its doors no deaf-mnto applying for admission
has been turned away for lack of room. — (Reports for 1876-^77 and ic<77--7y.)

Whij^l^H Home School for Deaf-Mutes^ at Mystic River, a private school organized in
1869 for the special purpose of teaching articulation and lip reading, ivports for 1876-*77
an attendance of 19 pupils, 15 of them being males. The branches taught are reading,
silent and vocal, penmanship, composition, arithmetic, history, geography, facts from
natural history, chemistry, astronomy, and lip reading. The bovs are emplovetl aliont
the farm and the girls in the house. " No trmles are systematically taught. The insti-
tution owns 57 acres of land. — (Return, 1877.)

SCHOOL FOR IMBECILES, LAKEVILLE.

This school, established in 1858, reports an attendance during the year 1876-77 of 84
pupils, 48 of them males and 36 females. The branches taught are hand training, ob-
ject lessons, articulation, reading^ spelling, arithmetic, geograi)hy, writing, drawing,
sewing, fancy work, singing, dancing, gymnastics, and manual labor. All uie children
m the institution have made some progress during the year. Even those who are too
low in the scale to show very marked advancement in school education have improved
as to order, quiet, and tidiness. — (Return and report, 1677.)

SCHOOL FOR NURSES.

The Connecticut Training School for Nurse*^ at New Haven, opened in 1873, reports foT^Ki^^i
1877-78 a head nurse and 11 to 14 pupil nurses in training for intelligent ministratioxi^2K:«a
to the needs of the wounded and the sick. — (Return.)

CONNECTICUT INDUSTRIAL SCHOOL FOR GIRLS.

This school, situated at Middletown, is not a State institution, as its name wonl
seem to indicate, but a private charity, incoq)orated and employed by the Stat« fo;
the guardianship and training of girls who are in danger of being led into vice an
crime. Retained tiU they are 18 years of age, or till safe places can be found for the
at an earlier day, they receive the elements of a good English education, are traiue
to various industries, and have the use of a good library, with pleasant shelter in thre
difterent " homes," one of which was completed and occupied by the older girls dnriu,
the year 1876. At the opening of 1877 there were 109 inmates under 16 instructors, i
eluding matrons and superintendents. — (Report, 1877.)

CONNECTICUT STATE REFORM SCHOOL, WEST MERIDEN.

There were 404 boys under instruction here during 1877, of whom the greater par
were almost wholly ignorant at the time of their admission, while the 256 remaini

at the dat« of the report could all read and write, nearly all could perform the simple — '-^^^
operations in arithmetic, 198 were studying ceography, and 10 were studying history
Four hours each day are devoted to study under teachers ; vocal music is taught, auc
with instruction in morals, manners, and religion, there is also a training in such in
dustries as gardening, chair making and seating, shocmaking, &c., for six hours in eacl
working day. In all, 2,665 boys have ei\joyed these advantages since the organizatioi
of the school. — (Report for 1877.)

EDUCATIONAL CONVENTIONS.

STATE ASSOCIATION.

The thirty-first annual meeting of the State Teachers' Association was held at Hart-
ford, commencing October 25, 1877.

The first address was delivered by Prof. W. M. Barbour, of Yale College, on "Th»
rights of the taught." The remainder of the day was occupied by music, i*c»citations^
and the appointment of committees. The other papers presented were ** Physiology
in school," by F. A. Brackett, principal of the Bristol High School : " Couceminff
primary teachers," by Miss Marshall, of the New Britain High School; **Ta8kbooks and
tJiskmasters," by H. 'C. DavLs, of New Haven; "Curiosities of our school laws," by I.
C. Libby, of Middletown; **The teacher, his work and rewanls," by J. K. BuckhTi,
of Mystic Bridge; "Confidence between boys and tea<*hers," by F. W. Gunn, of Wash-
ington, Ct. ; "Teachers' reading," by Mr. Spaulding, of Rockville; "The claims of
writing in our public schools," by Superintendent Harrington, of Bridgeport., and " His-
tory in all grades," by Mr. Drake, principal of the South School, New Haven. Ad-
dresses were made by Secretary' Northrop, Rev. Mr. Noble, of New Haven, and Governor
Hubbard ; also briefer remarks by Mr. Burleigh, of Plaintield, J. Coats, of Andover, and
others, in which each made various sugf^estious based ui)on his experience in tea<*hing.
A number of gentlemen also took part> m the discussion of most of the papere read.
The programme was varied by music, readings, and the exercises of a military company
composed of the boys of the Asylviu Avenue School. — (New-England Journal of Edu-
cation^ November 1, 1877.)

CONNECTICUT.

CHIEF STATE SCHOOL OFFICERS.

STATU BOAKD OF EDUCATION.

Ifame.

His EzcelleDcy Richnrd D. Habbard. fpsreraor, ex oflBoio

fiis Hf nor Fraocie B, Loomis, Ueatenant governor, ex officio

Sliaha Ctf^penter

^iUUm IT Potter

Oiigeo SuSevmoiir

Tnneiii A. Walker

Hon. Birdaey Grant Korthrop, ■ecretary of theboud

Poet-offioe.

Hartford ....
New London .

Hartford

Mystic River
Litchfield ...
New Haven..
New Haven..

Bxpiration
or term.

1870
1870
1870
1880
1881
1888

REPORT OP THE COMMISSIONER OP EDUCATION.

DELAWARE.

STATISTICAL SUMMARY.

1876.

1877.

Increase. Docrease.

POPULATION AXD ATl'ENDANCB.

White youth of school age (5-*21)

31,849

3,800
22,398

1,663
24,061

Colored youth of school ago

Whites enrolled in public schools

Cc)!ored enrolled in Dublic schools

Whole eiin/meut

21,587

370

2,474

Average number in each school . ,

SCHOOLS.

Number of public schools

A vera ire duration in days

146

School-houses

268

276

250

430

462

$30 75

$216,225
216, 225

Schools visited

Number of these with blackboards

Nimiber with maps and charts

. .

Number with fflobes

TEACHERS.

Teachers in public schools

501

Number holdinn certihcates

Average monthly pay out of Wilmington .

INCOME AND EXPENDITURE.

Whole income for free schools

$30 75

$216, 225
a218, 025

$450, 957

Whole expenditm-e for free schools

SCHOOL PROPERTY.

Estimated value of all school property. -

a This incIadoM tho salary of the Stat«i Buperintendeot, $1,800.

(From returns of Hon. James H. Groves, State superintendent of free schoob), for
the two years indicated.)

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

For supervision of the free instruction given in the State, there is a State snperiniendeni
of free schoolsy appointed by the governor for a term of one year.

A State hoard of education^ composed of the president of the State college, the State
secretary, and State auditor, with the State superintendent, hears appeals from the
superintendent's decisions and from those of lower officers, determines the text books
to be used in the fi ee schools, and issues blanks for records and returns.

LOCAL.

School committees of districtSy composed of 3 persons, one chosen by the school voters
of the district every year for a term of 3 years, have charge of all school matters in
their respective districts in the rural portions of tho State. For the city of Wilming-
ton there is a board of education elected imder a special law. — (School laws of 1868
and 1875.)

DELAWARK. 33

ELEMENTARY IKSTRUCTION.

PUBLIC SCHOOLS FOR THE COLORED CHILDREN.

The Delaware Association for the Edocation of Colored People, which, by act of

1875, amended in 1877, has special care of the interests of schools for this race, reports

that in the year ending Jnne 30, 1877, these schools have made creditable progress.

As far as possible, able and competent teachers were placed in charge, and personal

ioMpection of schools by the actuary showed them to be, as a mle, well managed. The

average expenses of each school are about twenty-four dollars a month, of which eight

or ten doUai's are furnished by the association from the proceeds of the taxes levied on

the colored people, the remainder coming from voluntary subscriptions, mainly paid

by the colored people themselves. The number of schools thus sustained in 1877 was

33; the highest enrolment in them in any one month, 1,663; the income for them,

|1,963; the expenditure, |1,866. — (Report of actuaiy, 1877.)

FREE SCHOOLS FOR WHITES.

The report of the State superintendent is presented at the biennial sessions of the
legislature, which occur in tne years of even numbers. None was published therefore
for 1877 except a brief summary of statistics. The items of this, given above, afford
few points ot comparison with those of the preceding year, but they show an enrol-
ment of white and colored pupils in the free scnools increased by 2,474, with an increase
of 71 teachers. As the system of examining teachers and licensing only those found
qualified has been going forward meanwhile, this increase in the number of teachers
counts for much more than it would have counted before 1875.

CITY SCHOOL SYSTEM.

WILMINGTON.

OfjieerB. — A board of education, composed of two persons chosen fh)m each of the 10
wards into which the city is' divided, one-half apparently changed each year, with a
city 8aperint«ndent as executive officer.

Statuitics, — Estimated population, 40,000 ; youth of school age (6-21), 9,178; enrolled
in public day schools, 6,687 ; average number belonging, 4,58'i; average daily attend-
ance, 4,158; percent, of attendance on average belonging, 90.8; number of teachei-s,
1ft) ; expenditures ($15.61per pupil enrolled), $104,^584.

^ Additional particulars. — The city owns 18 school buildings, with a capacity for seating
V^pnpils. and with furniture, apparatus, and books valued at $18,445; total value
of all school property, $265,S39. There are 16 primary schools, in which both sexes are
tanght together ; 2 granmiar schools and 1 hign school for girls, and the same number
of each for boys ; with a Friday evening special school to instruct teachers in theit
^ork and prepare them for their examinations. Considerable extra time on other
evenings was given to this school during 1876-77. From November 21, 1876, to Febru-
ary 5iO, 1877, a night school was maintained for such as could not attend the day
seaools, the enrolment in it reaching 116 and the average attendance 72. In addi-
tion to the other instruction, lectures on chemistry, electricity, natural philosophy,

' * or and its compounds, were delivered in this school, with illustrative expeii-

d instructive. — (Report of

Qents, which appear to have been both interesting am
Superintendent David W. Harlan for 187G-77.)

TRAINING OF TEACHERS.

NORMAL CLAfiSRS.

In the State College at Newark there appear to have been, in 1877, 13 normal students
]>reparing for work in the public schools, though no special normal course is indicated. —
(Catalogue, 1877.)

In the city of Wilmington — besides the Friday evening normal class before men-
tioned, which deals with already accepted teachers, and prepares them for examina-
tions and for higher work — there was in 1876-*77 a training school for the preparation
of young persons for teaching. The standard of qualifications for admission requires
candidiites either to complete the high school course (for women) or pass an examina-
tion. When admitted they are made familiar with methods of tetu-hing, discipline, and
cbssificatioii, by teaching under the supei^vision of a principal 4 weeks in each of ;<
primary divisions of the public schools, being required to prepare each day^s lessons
in advance and to observe and follow out the methods of instruction and discipline
presented to them. Fifteen young ladies wore enrolled in this school during the
year, of whom 8 received appointments as regular teachers beford the expiration of the
term for which they entered, 6 completed the term of 12 weeks, and 1 remained on the
loU at the end of the year. — (Report of Wilmington schools for 1876-77.)

34 REPORT OF THE COMBilSSIONER OP EDUCATION.

teachers' institutes.

For five years past the teachers of the Wilmington public schools have heen called
together once a month to hear lectures on educational subjects, deriving much benefit
therefrom. During, 1876-77 a variation was made in this order by calling together
occasionally only the teachers of particular grades. These grade meetings have proved
so useful, by admitting a closer discussion of methods of teaching and governing and
a freer criticism of observed defects, that Superintendent Harlan advises a change of
rule providing for holding only a two days' institute after the Christmas holidays and
for meetings of the superintendent with teachers of one grade at a time as often as once
a mouth. — (Report.)

The State superintendent by law holds in each county annually a three days' insti-
tute for the teachers of the county, who are required to attend. — (School law of 1875.)

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

In the Wilmington High School for Boys, Latin, including the ^neid, is studied in
connection with a good English course. In the one for girls in the same city th©
course has been reported as ** nearly the same," modern languages being apparently
substituted for the Latin. In the former there were 63 enrolled during 1876-*77 and.
16 withdrawn, leaving 47 at the close of the year, of whom 9 were graduated. In th»
latter the total enrolment was 41 ; the withdrawals, 5 ; the number remaining at the
close, 36; the graduates, 8. — (Report for 1876-'77.)

PRIVATE SECONDARY SCHOOLS.

For detailed statistics of this class of schools, see Table YI in the appendix, and ^
summary of this in the Commissioner'B Report preceding.

SUPERIOR INSTRUCTION.

DELAWARE COLLEGE.

There was here, in 1877, as previously, the usual classical collegiate course of 4 year^
as well as a literary course of 3, the latter designed especially tor young women, bi^
open to others who may prefer it. This omits tile higher mathematics and substitut^r?
one of the modem languages for Greek. A selection of studies is also allowed to sue J
students as may not care to take a full course in any department. Normal studenC^
receive tiaining for instruction in the public schools. Statistics for 1876-*77 : Instruct
ore, 5; classical students, 7; hterary, 19: normal, 13: independent, 4. — (Catalogue
1877.)

WESLEYAN FEMALE COLLEGE, WILMINGTON.

This institution for the sui>erior instruction of young women includes in its studies-
music, painting, drawing, I^atin, French, and German, and has apparatus for illustra^
tion of chemistiy and physics. There is no library belonging to the college, but thos^«
of three societies of students aggregate about one thousand volumes. Tliere is n^
report of instructore or students for 1877.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

SCIENTIFIC.

The scientific department of Delaware College supplies the place of a distinct agri^
cultural and mechanical college for the State. Its course is of 3 years, embracing
English literature, mathematics, engineering, the physical sciences, and agricultuieu,
witn Latin, French, or German. The farm of the professor of agriculture, near by, \»
used as a field of practice aud experiment. For the accommodation of young men-
who can only leave their homes during the winter, and who do not wish to pursue tm
full course of collegiate studv, a si)ecial course in agriculture has been arranged t<F
extend through the months of November, December, January, and February. To this,
any person of good character over 16 yeare of age may be admitted without prelimi--
nary examination, on a simple pledge to conform to the college rules of order and study.
The instinictore in this department are the same as in the college; scientific stndents^
19.— (Catalogue for 1877 and circular for 1877-^78.)

PROFESSIONAL.

As stated in reports of previous yeara, there appear to be no professional schools
within the State, those of the neighboring city of Philadelphia being sufficient for all-
present needs.

DELAWARE.

SPECIAL INSTRUCTION.

TRAINING OP THE BLIND, MUTE, AND FEEBLE-MINDED.

Without institntionB of her own for training these nnfortnnates, Delaware avaihi
herself of the facilities afforded in this direction by her neighbor Pennsylvania, and
had under instruction there in 1877 at least 7 deaf-mutes, 5 bund, and 4 feeble-minded
children. — (Reports of Pennsylvania institutions for these classes.)

CHIEF STATE SCHOOL OFFICERS.
Hon. Jammb H. Grotks, State tupeHnttndent qffree tehodU. Smyrna,

8TATK BOABD OF BDUCATION.

Members.

Term expires.

Post-office.

W. H. Pnmell. li* d.. Dreeident of StAte collese. cbftimuin

Newark.

J. C. Grnbb. eecretarv of stAte

Jsnnary, 1879 . . .

Wilmington.

Sroyma.

Milford.

JtDBHi n. GroTO*. State naneriDtendent of free sobooltT .-,

N- Pnf t. M- P.. 8t*te ^nditor. lecretAirY . . . r - , . r , - , - r - - , , - r

36 BEPOBT OF THE C0MMI8SI0NEB OF EDUCATION.

FI.ORIDA.

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

A Stnte superintendent of public inatructian has 'Hhe OYersight, charge, and ma
ment of all matters portaining to the public schools, school buildings, grounds, i
ture, libraries, text books, ana apparatus.''

A State hoard of education ^ composed of the State superintendent, secretary of i
and attorney general, has charge of the school lands and school funds of the Sta
the preparation for a future State university, and of questions and appeals refen
it by the superintendent, with cooperative power in the organization of the dt
ment of instruction for the diffusion of knowledge throughout the State.

LOCAL.

County hoards of instruction^ of which the county superintendents of schools ai
secretaries and agents, have charge, for their respective counties, of all matters
ing to the establishment, visitation, and general management of public schools 'w
their field of action, the visitation being by the county superintendent once in
term at least, and the examination of teachers mainly by him.

District trustees^ appointed by these county boards^ have like charge and resj
bility within their nanx)wer spheres; they are to visit the schools once a montJ
to make quarterly reports of them to the county superintendent.

The terms of office, in all cases not to exceed four years, are during good behav.
(School law of 1872.)

ELEMENTARY INSTRUCTION.

NO STATE REPORT.

Partly from a change of the legislative sessions from annual to biennial and j
from an almost complete change of the school officers of the State in 1877, no rep
the public schools for 1877 has been published. The State su]>erintendent does uc
able to furnish even an outline of statistics until the school system shall have bee
into some fair working onler. For any full infonnation, therefore, we shall pro
have to await the biennial report for 1878 and 1879. — (Letter from Sux)criute]
Haisley.)

SCHOOLS.

According to the State law of 1872, still in force, the elementary schools are to
primary, intermediate, and grammar grades; and tne studies in them are to be spe
reading, writing, arithmetic, geography, and history. In the country districts,
ever, as shown by past State reports, grading has been generally inipracticabl
appears to have been only carried out in a few of the larger towns. The gradi:
these has been greatly aided by the requirement of the agent of the Peabody
that places receiving help from the fund should grade their schools (providing a te
for every £0 pupils) and make them model schools with sessions of about ton mo
The towns helped in 1876-77 were Jacksonville. Tallahassee, St. Augustine, Key ''
Monticello, Ocala, and Pcnsacola. In these, or course, the schools were graded, i
the condition above mentioned, and the amounts allowed them indicate a total of
than 1,800 pupils, with an average attendance of over 1,500, taught by some 37 tea<

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

Of these Mr. Hicks wrote in 1876: *'The high schools of the State are the Do
(colored) and Sears (white) High Schools at Key West; the Duval (white) and Stj
(colored) High Schools at Jacksonville; the Peabody (white) Hi*jh School a
Augustine ; the Madison High School at Madison ; the Lincoln Academy (colore
TaUahassee; the Midway, near Miccosukee, in Leon County; the Quincy Acadei
Quincy; the Jofierson High School at Monticello; the Franklin High School at I
laehicola, and the Pcnsacola High School, Pcnsacola. These are aU liigh sphools i
sense that their curriculum of studies embraces Greek, Latin, chemistry, na
philosophy, astronomy, physiology, botany, and all the higher branches of arithB
The East and West Florida seminaries, situated at Gainesville and Tallahassee, ai
included among these, and rank as distinct institutions." How many of these sur
in 1877 does not appear from any official authority, though efforts have been ma

FLORIDA. 37

Mcertain. A private correspondent says that most of the old academies in the list,

once managed by boards of 5 to 9 trustees, went down at the conclusion of the war.

Sabsequently, however, they were revived and mn as free schools, though not always

with success. Under an arrangement with the agent of the Peabody fund in 1867, the

Jefferson Academy at Monticello, which ha<l survived the war, became also a free

school, and continued such till the close of 1877, when it reverted to the pay school

system. "The high school at Jacksonville" (which one is not specilied) is reported by

the same correspondent to have been in fine order up to the same period, and the Peil-

sacola Academy to have enrolled 241 scholars, with an average attendance of 209.

OTHER SECONDARY SCHOOLS.

For statistics of all schools of this class in the State, including those of the East and
West Florida seminaries, which have a special academic character, while aiding some-
what the public school system, see Table V I of the appendix, and the summary of it in
the Report of the Commissioner preceding.

SUPERIOR AND SCIENTIFIC INSTRUCTION.

STATE UNIVERSITY AND COLLEGE.

The constitution of 1868 declares that "the legislature shall provide a * * *
university." The school law adopted under this constitution is entitled "An act to
eetablish a uniform system of common schools and a university.'' In section 11 of that
law the State board of education is required "to use the available income and appro-
priations to the university or seminary fund in establishing one or more departments
of the university at sucn place or places as may ofier the best inducements, com-
mencing with a department of teaching and a preparatory department." The financial
condition of the State has not thus far been projiitious for such enterijrises, and even
these incipient departments of the future university are yet to be established.

The Stat« Agricultural College, meant also to be a department of the university,
bemg in danger of losing througn lapse of time the land grant made for it by Con-
gress, was located in 1876 at Eau Gallie. in the southern portion of the State, and
some buildings were erected for its use. Of its organization and operations since that
time no report has reached this Bureau.

SPECIAL INSTRUCTION.

NO SCHOOLS.

As far as known, there are in this State no schools for the instruction of the deaf and
domb, of the blind, of the feeble-minded, or of those who need to be at once educated
uul reformed. •

CHIEF STATE SCHOOL OFFICERS.
Hon. W. P. Haislkt, State tuperintendent of public imtruethn, TaXlahattM.

STATE BOABD OF BDUCAT.ON.

[Termt, January 1, 1877, to Janoary 1, 1881.]

Membera.

Pit)£ W. P. Haialey, a. m., State superintendent of pablic instraction, president

Hon. W. D. Blozharn, aecretary of state

Hon. George P. Raney, attorney general

H. N. Felkel, secretary

Post«offloe.

Tallahassee.
Tallahassee.
Tallahassee.
Tallahassee.

38 BEPOBT OF THE C0MMI6SI0NEB OF EDUCATION.

GEOBGIA.

OFFICERS OF THE STATE SCHOOL SYSTEM.

GEXERAL.

The new constitution of 1877 retains as the chief executive officer of the school sys-
tem a State school commissioner, appointed by the governor and confirmed by the senate
for a term of two ^ears, with the duty of administering the school laws, superintending
public school business, apportioning the State school moneys, and making biennial re-
ports.

As the next legislative assembly, under this constitution, does not meet till Novem-
ber, 1878, the State board of education called for by the existing school law must hold at
least till that time. • This board, consisting of the governor, secretary of state, attorney
general, and comptroller general, with the State school commissioner, is custodian of
State school lands and funds, serves as an advisory body to the commissioner, and may
decide appeals from his decisions.

LOCAL.

County hoards of education^ are elected in each county every fourth year by the grand
Jury, and have charge of the formation of school districts, the estabUshment and sap-
port of schools, the purchase of grounds, erection of school-houses, prescription of t«xt
books, licensing of teachers, supervision of schools, and determination of local contro-
versies on school matters, subject to appeal to the State commissioner.

County school commissionerSj chosen by the county boards, serve as executive officers
of the boards for examination of teachers, visitation of schools, taking quadrennial cen-
sus of school children, and making to the State commissioner such reports as he may
require. — (School law of August 23, 1872, and constitution of 1877.)

No local officers below these are provided for in the school law, though the existence
of such seems in one place to be implied.

ELEMENTARY INSTRUCTION.

LEGAL PROVISIONS.

The existing school law requires the county boards to lay ofif their counties into sub-
districts, in each of which they must establish one or more primary schools : while, in
those subdi^tricts where the public wants demand ampler educational facilities, they
are given power to establish ^aded schools from the primary to the high school. They
are also authorized to organize evening schools for the instruction of such youth, over
12 years of a^e, as are prevented by their daily occupations from attending day schools,
and mav institute one or more manual labor schools in each county on a self sustaining
plan. These last permissions, however, seem to remain substantially dead letters on the
statute book, the only evening schools attempted having proved too costly for continuous
support and the self sustaining plan for manual labor schools not havinc been de-
vised. The minimum school year is three months, except in sparsely settled neighbor-
hoods, where only a few scholars can be brought together. In such cases schools with
not less than 15 pupils may continue for two months only, and be held from point to
point in the same region, so that one teacher may serve two or more such scnools in
the same year, and scholars within reach of these different schools have the benefit of
a double or treble school term if desired. Admission to all the public schools during the
legal school term must be gratuitous to scholars residing in tne snbdistricts in which
the schools are situated, provided that white and colored children may not attend the
same school. Confederate soldiers under 30 years of age are also entitled to school
privileges. The studies in the primary schools are spellmg, reading, writing, English
grammar, geography, and arithmetic. Beyond that they are not prescribed by law,
but under the rules of good school boards include, up to the high school, the elements
of the natural sciences, vocal music, drawing, composition, history, and elocution, in
addition to more advanced instruction in the preceding studies. — (School law of Au-
gust 23, 1872, and reports of school boards.)

GENERAL CONDITION.

The new constitution of 1877 having changed the sessions of the legislature finom an-
nual to biennial, the report of the State school commissioner, which nas hitherto been

1 These boards coDsist of 5 members, aod are chosen for terms of 4 years, part being cbaiu;:ed CTerr
second year. There are, however, as to the number in the boards, exceptional cases where city and
connty sjstems are united.

GEOBOIA.

Blade aimaallv to that bodv, will not be dae till ^he first session of the biennial assem-
hly in T^ovember, 1878. We are, therefore, without statistical report of the condit ion
and progress of the public schools for 1877, except in the cities and one or two of the
counties connected with thorn. But, in a letter to the Eclectic Teacher, dated Decem-
ber 22j 1877, Mr. Orr says :

" You may state in general terms that the public school system of Georgia is steadily
gaining ground, and may now be considered as firmly established in the 8tate. The
new constitution incorporates in its provisions the same essential requirements on this
subject as those contained in the constitution of 1838. This is a great step for us. as
one of the greatest difficulties in the way of success was for a long time the prejudice
arising from the manner of the adoption of the common school system. This feeling
arose from the fact that the instrument above mentioned was made by a body which
did not represent the people of Georgia, and many of whose acts were very odious to
them. This sentiment, however, can no longer exist, as the convention of 1877 was
composed of men of our own selection, and their work has been overwhelmingly rati-
fied by the people at the polls. Thus a barrier to progress, already melting away, is
now entirely gone.

** This year I have continued the canvass prosecuted by me during 1876 [for exciting
stronger interest in education], have visited many counties, and delivered many ad-
dresses. I have been aided in this work by a number of influential men in difierent
parts of the State, a great portion of them being lawyers. I believe much has been
accomplished in this way.

" Our school returns every year have shown an increase of attendance over the year
preceding. AU the reports are not yet in f&r 1877, but I have no reason to believe that
this year will prove an exception to the rule.''

KINDERGARTEN.

A Kindergarten established at Atlanta in 1876 reports, for 1877, 1 instructor and 7
pupils 3 to 7 years old. Children are kept in school two and a half to three hours daily
for 5 days of tho week in a school year of 38 weeks. The conductor reports the usuid
apparatus for block building, sewing, weaving, pricking patterns, drawing, paper fold-
ing, paper cutting, and clay modelling, with the usual results of iniprovmg both the
physical and mental powers of the scholars.

CITY SCHOOL SYSTEMS.

OFFICERS.

In Atlanta there is a board of education of 12 members, one-third changed every 2
jean, with tho mayor as member ex officio; in Columbus, a board of trustees of 11
members, with provision for a i>eriodical change by choice of the city council. In the
other cities there appears to be a combination of the city with the county system, each
having its representatives in the school board. In all the cities here included there
are superintendents of schools, whose Jurisdiction extends in some cases over the coun-
ties also. — (City and county reports.)

STATISTICS.

City.

Itluu

Aagosta...
ColujnlHis .

Macon

Savannah/

Popnlation.

03^000

C93.768

«8,G48

^.935

Children of
Bobool age.

MO, 363

4.919

69,455

66,919

Enrolment.

3,990
9.9t)9
1.91 a
1,9J7
4,081

Average
attendance.

9,409
1,973

749
9,699

Namber of
teachers.

S3
34
90
99
76

Ezpendi'
tare.

•35.669

(113.597

11,133

49,181

a Cenaoa of 1875. b Ennmeratlon of 1874. e Ceusna of 1877. d Exclnalve of high acbnola.

« City cenaaa of 1873. / The atatistica of Savannah necessarily inclndo tboae uf the country schools
eoDoected with the city ay stem. The proportion of pupils in theae, however, ia very small, a little over
aae^oarth. g Cenaos of 1870.

ADDITIONAL PARTICULARS.

Atlanta, — The year of 1876-'77 was one of trial to the schools. For the first time in
their history the appropriation from the city was insufficient to carry them through tho
school year. Ccmsequently for 3 months it was necessary to charge tuition fees. This
diminished the enrolment, but made the attendance in proportion to enrolment fuller
and more punctual.

The Saturday meetings of teachers for discussion of methods of instruction and school
management were enlivened by several interesting lectures, were kept up throughout
the year, were well attended, and have helped to make the teachers much more effi-
cient in their work. The result has been that a considerable extension of the course of

40 REPORT OF THE COMMISSIONER OF EDUCATION.

study has been made practicable, increased skill in teaching enabling each instmctor
to accomplish more than formerly.

On each subject stndied in the schools there is a written examination of the pnpils
every month. The effects of this are said to be increasingly manifest in the neatuea
and accuracy of the scholars' written work.

The schools are designated as grammar and high schools, the course in the former
occupying 8 years, that in the latter 4. There are 2 high schools, one for boys and one
for gurls. Enrolment of boys, 75 : of girls, 139 ; total, 214. — (Report of Superintendent
B.Mallon for 1876-77.)

In Aumiata the classification of schools is into primary, intermediate, grammar, and
high. The course in the primary and high schools covers, in each case, 3 years: in the
others, 2. Of the 30 teachers employed in the city schools 10 were colored, the pro-
priety of having teachers of their own race for the colored children being recognized,
and the University of Atlanta furnishing them in some fair degree. Normal classes for
teachers here, as at Atlanta, have aided much in the improvement of the schools. Tlie
city high schools, one for boys and one for girls, have enrolled 186 pupils. — (Report of
County Commissioner William H. Fleming tor 1877. )

Columbu8 owns 6 school buildings, with 885 sittings; a library of about two thonsand
miscellaneous books ; a fine cabinet of shells, minerals, and ores ; a good philosophical
and chemical apparatus, and two pianos — all bought, except the buildings, wim the
proceeds of annual concerts ^ven by the schools. Uniformity of text books is secured
oy the city owning and furnishing the books and charging each white scholar able to
pay $3, (6, or $12 for the use of them each year, according as he may be in the primary,
grammar, or high school. This charge, remitted to the colored pupils and to about one
hundred of the whites, covers not merely the text books, however, but also copy books,
blank books, drawing books, paper, pens, ink, and other stationery. The amount called
for is believed to be less than pupils would have to pay for such things if purchased by
themselves, while it prevents all trouble about obtaining what is needed for daily use
in school. In the high school there is also a charge of $12 a year on each scholar for the
advanced teaching there afforded, making this school pay its own expenses. Its course,
nominally 3 years, seems to be practically 2. — (Report of Superintendent George M.
Dews for 1876-77.)

Macon rei>orts 22 school rooms capable of seating 878 pupils. The school term of
1876-77 lasted 7 months. The percentage of whit« children enrolled was 47 : that of
colored children, 26 ; but there was a falling oflf in attendance during the last two
months from the necessity of making a charge for that time, on account or an insufficient
appropriation. — (Report of Superintendent B. M. Zettler for 1876-7^.)

havann/oh^ because of an epidemic, had to begin her school term two months later
than usual, but the teachers endeavored to make up this loss of time by increased
exertions, and were readily seconded by the pupils. The promotions for real progress
were consequently as numerous as in former years. A reorganization of the schools
was effectea in January, 1877, by which the two classes of each sex in every grade
below the high school were brought together and taught a« a single class. The new
arrangement is reported to have worked well, resulting in a healthy emulation between
the sexes and in a consequently higher order of recitations. The teachers testify that
their labors have been sensibly diminished, while the progress of the pupils in general
has increased. After a trial oi six months the superintendent reports it as his convic-
tion that the efficiency of the schools has been decidedly promoted by the chan^
Under the present organization there are in the city, below the high schools, 5 white
and 2 colored district schools, divided into 7 or in some instances 8 grades, including
the primary, intermediate, and grammar classe^^ which heretofore gave names to sep-
arate schools. — (Report of Superintendent W. H. Baker for 1876-77.)

TRAINING OF TEACHERS.

NORMAL SCHOOLS AND NORMAL CLASSES.

The provision urged by State School Commissioner Orr in his reports for 1875 and
lij76, for the estabUsnment of three State normal schools, was not made by the legislature
in 1877. The State, as such, has therefore no means of providing trained teachers for
the schools, except as they may be prepared at Atlanta University, to which she grants
an annual appropriation. In fact, a considerable number of the best teachers for col-
ored schools do come from this institution, which has higher and lower normal depart-
ments for t\i^ special preparation of teachers for their work. Something is done in the
same way by the Lewis High School, Macon (Congregational) ; the Haven Normal School,
Waynesboro, and Clark University, Atlanta (both Methodist) ; St. Augustine School,
Savannah (Protestant Episcopal) ; and the Augusta Institute, Augusta (Baptist). In
all these institutions there were^ at the last accounts, 20S distinctively normal students
and 205 more who could probably be counted on as teachers if their services should be
required.

In the several citieS; whose reports have been referred to, there wore weekly or

GEORGIA. 41

moDthlv normftl classes, intondecl primarily for the improvement of the teachers already
in emplojrment, but open also to others who might desire to prepare for teaching.
Hiroagh these classes, in which edacational questions were discussed and essays on
school management and other topics presented, the teachers were no doubt largely ben-
etited. — (Reports and returns to Bureau of Education.)

For full statistics of normal schools reporting, see Table III of the appendix, and the
Bommary of this in the Commissioner's Report preceding.

TEACHEKS' INSTITUTES.

For these means of improving teachers by instruction in methods of teaching and
discipline, there is thus far no explicit provision in the school law.

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

The tables which usually accompany the report of the State school commissioner not
being available for 1877, the only information as to this class of schools which comes
to OS is that contained in the reports from cities and three counties in which city and
eonnty systems are united. The aggregate of students in these schools is not entirely
dear.

OTHER SECONDARY SCHOOLS.

For full statistics of reporting business <!olleges, private academic schools, prepara-
tory schools and departments, see Tables IV, VI, VII, and IX of the appendix, with
the' summaries of these in the Report of the Commissioner preceding.

Of the private academic w^hools it may here be said that, while about one-fourth of
those reporting themselves taught drawing and rather more than one-half music, the
means for the Illustration of chemistry and physics appear to have been very limited.

SUPERIOR INSTRUCTION.

COLLEGES.

Six colleges and nni versifies in this State send reports for 1877, through special re-
tnms and catalogues, namely: The Unirermty of Georgia^ Athens; Atlanta UniverHtff^
Atlanta ; Mercer Univerntyf Macon ; Gainesville College, Gainesville ; Fio Nono Collea^
Macon, and Emory College, Oxford. All these colleges appear to be exclusively for
yoang men except Atlanta University, which is open also to women, and the college at
Gainesville, which makes a special point of coeducation. The departments and courses
of instruction in all from wiiich information on that point has been received remain
iahstanti^y the same as reported in 1876. For statistics of these colleges, see Table
IX of the appendix, and summary in the Commissioner's Report preceding.

Hie Unicergity oj Georgia reports in its academic department II separate schools.
Every student who is qualified and over 17 years of age, or who has completed the
prescribed course of the freshman and sophomore years, has the privilege of election
among the several schools, but his class in each school is determined by the professor.
The course in each class is prescribed ; likewise the course for each degree. The uni-
versity comprises 5 departments : the academic ; the State College of Agriculture ; the
law department ; the North Georgia Agricultural College, at Dahlonega ; and the med-
ical department^ this last being the Medical College of Georgia, at Augusta. The
three mrst mentioned are situated at Athens. — (Returns and catalo|^es, 1877.)

The absence of return from Bowdon College induces the apprehension that the tem-
porary suspension, mentioned in the report for 1876, may have continued for a longer
period than was expected.

SUPERIOR INSTRUCTION OF YOUNG WOMEN.

For full statistics of the schools of this class, see Table VIII of the appendix, and
the Bununary of it in the Report of the Commissioner preceding.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

(Statittles of InstitiitloDS tinder this head miij be found in Tables X, XI, XII, and Xm of the mppei^
dix. and in the sammaries of these in the Commisaioner'a Rnport preceding.]

SCIENTIFIC.

The State Agricultural College, Athens, presents 3 regular courses of study, each cov-
ering 4 years, namely : agriculture, engineering, and applied chemistry. Students may
elect a partial course or may, in addition to the studies prescribed, attend any of the
ichools of the nniversitv for which they are prepared, provided that this does not inter-
fere with the daily scheaule of recitations and lectures. There were CI students attend-
ing in 1^. State scholarships are granted to as many students, residents of tiMi

42 REPORT OP TUB COMMISSIONER OF EDUCATION.

State, as there are members of the State house of representatives, the number at
present being 250. There are also 20 other free scholai^ps. — (Catalogue of aniver-
flity, 1877.)

The North Georgia Agricultural College f at Dahlonega, receives a portion of the annual
income derived from the national land ^aut. The course of study aims to prepare
students for home and farm life, for the higher classes in the University of Georgia,
and for the profession of teaching. Tuition is free. — (Catalogue, 1877.)

THEOLOGICAL.

The Department of Theology at Mercer University is still one of the 3 departments
announced in the catalogue, but there is no information to show what is the course
pursued. There were 15 "ministerial students'* in 1&77. — (Catalogue of Mercer Uni-
versity, 1877.)

The Augusta Institute (Baptist), established in 1869 for the benefit of the &e<^dmea
by the American Baptist Home Missionary Society, reports for 1877 an attendance of
85 students. This scnool is for the preparation of both preachers and teachers. The
extent of the course of study is not fixed, but depends on circumstances, and the ex-
amination for admission is very slight. — (Return and circular, 1877.)

LEGAL.

The Law Department of the University of Georgia provides a course of instruction cov-
ering one continuous year, without vacation. It embraces common and statute law,
constitutional law, equity, medical jurisprudence, parliamentary law, rhetoric, meta-
physics as applied to the legal profession, and commercial jurisprudence. Instruction
IS given by text books, daily recitations, examinations, and expositions, with oral
lectures. — (Catalogue of university, 1877.)

The Law School of Mercer University had a class of 4 in 1877 studying international
and constitutional law, common and statute law, equity jurisprudence, pleading, and
practice. A diploma of graduation from this school entitles the holder to practise iu
all the courts in the State. — (Catalogue of Mercer University, 1877.)

MEDICAL.

The Medical College of Georgia, Augusta, a department of 4he State university, reports
an attendance for 1877 of 46 students, besides 40 who only took the course in chemis-
try. Among the facilities for instruction enumerated are a library of about five thou-
sand volumes, an extensive chemical laboratory, good anatomical facilities, and a full
O'ttbinet of materia medica, besides two hospitals and the city dispensary for clinical
practice and illustration. To obtain a degree, students must have attended two full
courses of lectures, in addition to the usual private readings. — (Catalogue of State
university, 1877.)

From the Savannah Medical College there is neither return nor catalogue for 1877.

SPECIAL INSTRUCTION.

GEORGIA ACADEMY FOR THE BLIND, MACON.

This institution reports for 1876-77 an attendance of 63 pupils, who were instructed
iu the common English branches; also, vocal and instrumental music, besides the em-
ployments of broom making, mattress making, cane seating, sewing, and fancy work.
The library numbers 1,000 volumes. — (Return and report or the academy, 1877.)

GEORGIA INSTITUTION FOR THE EDUCATION OF THE DEAF AND DUMB, CAVE SPRING.

No report from this school has been received since the appearance of the one for
1^6, when a principal and three assistant teachers, with a steward, matron^ master of
piinting office, and master of shoeshop, were reported, having under their care 107
pupils. A neighboring property for a branch institution for instruction of colored deaf-
mutes had then been purchased, and appropriations for the improvement of this prop-
erty and for the support of a class of colored mutes were asked. It is intended that
this shall be conducted as an entirely separate establishment, but on tlie same plan
as the other and under the control of the same trustees.

EDUCATIONAL CONVENTIONS.

teachers' ASSOCIATION.

The eleventh annual meetinif of the Georgia Teachers' Association convened in Too-
coa City, August 7, 1B77, remaming in session three days.

Among the addresses and papers presented were the following: "The work of edu-
cators," oy T. E. Atkinson, principal of the high school, Senoia; ** Influence of school
life upon eyesight," by Dr. A. W. Calhoun, of Atlanta; "Analysis of the English sen-
tence," by Mi. W. B.Bonnell, principal of the Walker Street School, Atlanta; "Tift^

OEOBQIA. 43

utility of mathematics and the "best method of teaching it/' by Hon. G. J. Orr, State
school conmiissioner; **The right of the State to educate," by Hon. H. A. M. Hender-
son, of Kentucky; **The geology of Georgia," by Dr. George Little, State geologist;
'* Practical education," by Profiissor O. D. Smith, of the State Aflricultural Colfege,
iQbum; "The teacher the practical metaphysician and philosopner," by Rev. H. T.
Morton ; " How to supply teachers for our country schools ; a plea for normal training,"
by W. P. Price, president of the board of trustees of North Georgia Agricultural
College; "The relation between high schools and colleges/* by C. MTNeel, principal
of Kirkwood High School; "The State and education/' by Hon. Joseph B. Gumming,
of Augusta; "What can we do to improve education m our smaller towns T" by Col.
A P. Mooty, superintendent of public schools. West Point j and "Methods in geometry,"
by Hon. Samuel Bamett, of Washington, Ga. The association also listened to remarks
from the venerable Dr. Means, the oldest teacher and one of the most eloquent men in
Georgia; from J. H. Carlyle, D. D., president of Woflford CoUege, S. C. ; and from Hon.
Hugh S. Thompson, superintendent of public education in South Carolina, who were
present as visitors. All the important topics presented were fireely and sometimes
laigely discuBsed. — (Published proceedings.)

CHIEF STATE SCHOOL OFFICERS.
Hon. GuBTAYUS J. Oan, State MehooleommiuUmer^ Aikmia.

STATK BOABD OF EDUCATION.

[Tenn of office expires January, 1881.]

Members.

Post-offioe.

His SxeelleDoy Alfred Colquitt^ president

Hon. N. C. Bamett, secretary of state

Hon. W. L. Goldsmith, oomptroUer general

Hon. K. J. Hammond, attorney genmd

Hon. Gostavns J. Orr, State sgImoI oommissioner.

Atlanta.
Atlanta.
Atlanta.
Atlanta.
Atlanta.

BEPOBT OF THE COHMISSIONEB OF EDUCATION.

iixiNon

STATISTICAL SUMMARY.

•

1875-76.

1876-77.

Increase.

Decxease.

POPULiLTION AND AITENDANCE.

Youth of school acre f 6-21)

973,589
667,446

992,354

694,489

420, 031

59,375

12,083

18,765
27,043

Enrolled in nublio schools

A veraso dauv attendance

Enrolled in Drivate schools. ..........

49,375

11,693

150.48

822

110

527

9,295

12,826

22, 121

$47 96

33 30

1,276

|8, 448, 467
8, 168, 539

10,000
390

SCHOOLS.

Public school-houses

Average term of school in days

Public Graded schools

Public hich schools

Private schools

TEACHEBS AND THEIR PAY.

Male teachers in public schools

Female teachers in public schools

9,162
12, 836
21,998
$46 17

32 23

•

133

Whole number

123

Average monthly pay of males

Average monthly pay of females

Teachers in private schools

$1 79
1 07

INCOME AND EXPENDITURE.

Whole income for public schools

Whole expenditure for public schools.

PROPORTION OF EXPENDITURE.

Per canita of school Bonulation. ......

$9, 640, 340
7,388,596

(7 45
10 63

$1,191,873

$779,943

Per canitrA of enrolment- - .^^, ,

STATE SCHOOL FUND. ^

Amount of permanent school fund

SCHOOL PROPERTY.

Estimated value of sites, buildings,
furniture, &o.

$5, 752, 565
$18,058,386

$17,783,929

$274,457

(From printed report and written return of Hon. S. M. Etter, State superintendent
of public instruction, for 1875-76, and written return for 1876-77, for which year there
is yet no printed repNDit.)

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

For the State at large, the one officer charged with the care of all public school interests
is a State superintendent ofpublio instruction , chosen every fourth year by the people.

LOCAL.

For counties ther(3 are county superintendents of schools, also chosen every fourth year
by the people, te apportion the scnool funds, inspect the schools, examine and license

ILLINOIS. 45

teachen, manage teachers' institutes, and make annual or biennial report to the State
aaneriutendent, as he may direct.

For townships there are three truateee chosen by the people for terms of three years
each, one beine changed each year. These care for the township school lands, and,
with the aid of a treasurer appointed by them, for funds arising from these or other
sources for the schools. They settle the boundaries of school districts, apportion to
them the annual school fund, and make to the county superintendont biennial reports
concerning the schools of their township.

For school districts, there are, in ordinary cases, three directors chosen by the voters
in each district for terms of three years, one being liable to change each year. Theses
levy taxes for all school purposes within their districts ; make annual report to the
district meeting of their receipts and expenditures for such purposes, as also of the
illiterates within the district between the ages of twelve and twenty -one, with a state-
ment of the causes of the illiteracy. They appoint teachers for the district schools,
fix their salaries, determine the branches of study to be taught and the text books and
apparatus to be used, and are bound to keep open in their district enough free schools
for all the children of school age who need instruction. The clerk ot each district
board of directors reports annuauy to the township treasurer the statistics of the schools
thus held.

For districts with two thousand inhabitants there are elected, instead of three di-
rectors, hoards of education of 6 members, with 3 additional for every additional 10,000
inhabitants. In cities with a population of 100,000 the board of education for each

1874.)

ELEMENTARY INSTRUCTION.

QENERAX CONDITION.

The reports in this State are only published biennially, and none is dne for the year
187&-77. The return for that year, kindly furnished by the State superintendent,
ihows the following facts: (1) That there was an increase over the preceding year of
18,765 in the schoofpopulation, with a much more than corresponding increase in the
enrolment in public and private schools, it advancing 27,043 in the ibrmer and 10,000
in the latter ; (2) that to meet this increase of children of school age theve was am^ie
provision on the part of the authorities in 390 additional public school-houses ; (3) that,
probably from the stringency of the times, there has been a decrease of 123 in the num
ber of teachers employed in the public schools, with a diminution also of $1.79 in tho
averace monthly pay of men and $1.07 in that of women; (4) that while the receipts
for school purposes have been augmented by $1,191,873 the expenditures have been
redaced by $779,943, leaving, of course, a considerable remainder to be applied to an
increase of the permanent fund or to meeting the exigencies of another year.

A diminution in the estimated value of school sites, buildings, furniture, dc^c, amount
ing to $274,457, goes for nothing, as it is greatlv less than the proportion of shrinka;^»
in the value of any other class of property of like amount, the whole valuation having
been $18,058,386 in the preceding year.

The return throughout indicates active energy and wise economy in administration,
as well as a wonderfully prosperous condition of the schools for such a time of trial.

kinderoabtrn.

Pour schools of this class, all in Chicago, and two of them under German influences,
report for 1877 a total of 111 children, 3 to 9 years of age, under the instruction of 8
teachers for three or four hours daily 5 da^s in each week during a school year of 40
weeks. AU the Kindergarten apparatus is said to be possessed, and the customary
occapations were pursued, with tne results of quickened intelligence and clearer sense
of (nder, form, and beauty.

CITY SCHOOL SYSTEMS.

OFFICERS.

Except where special acts have made other arrangements, cities remain parts of the
school townships in which they are situated, and come under the general law, which
requires in school districts of not less than 2,000 inhabitants a board of education of
6 members, with 3 more for each additional 10,000 inhabitants. Boards are chosen
for terms of 3 years each, and one-third changed by annual election. Chicago has a
board of 15 members chosen under the same conditions ; Jacksonville, one composed of
the mayor and a member from each ward, chosen by the council ; Peoria, one composed
of the mayor and two from each ward, elected by the people ; Springfield, one of 9
members, chosen by the council; in each case with provisions for partial annual choni^^^.

REPORT OP THE COMMISSIONER OP EDUCATION.

In almost all cases, if not in all, city superintendents serve as the agents of the boards.-
(General and special laws.)

STATISTICS.

CitieB.

Popnlation.

Children of
school age.

Enrolment.

Average at-
tendanoe.

Teaohera.

Erpenditaxe.

Alton

10.500
13.000
85.000
0405,291
10,000
14,000
13,000
14,000
38,000
33.000
14.000
11,100

3,164
4,467
7.393
alio, 184
3,094
4.137
3.682
3.557
8.881
8.511
4.901
3.567

1.496
1,964
3,486
653, 5*29
1.869
8,831
1, 844
8,606
4,173
3,554
3,100
1,955
8,559

21
40
64
751
89
34
34
36
67
55
SO
36
43

§15. on

Belleville

1,6)3
8,394
C37, 133
1,331
1,535
1.853
1.500
3,783
8,335
1.9(0
1,400
3.058

35,013

Bloomington

Chicaffo

65,539
684 534

Decfttor

89 910

Galeeborf?

Jaokaoo viUe

Joliet

80,813

ao,6.'M>

76.795

Peoria

Qniocy

54,333

Rockford

HooklslaDd

Springfield

43,631
35,433
35,867

a Censna of September, 1876. b Besides 18,664 in private and parochial schools and 3,(h29 in evening
•ehoola. c Besides 1,000 in evening schools.

ADDITIONAL PARTICUIABA.

Alton rei)ort8 only by written return through Superintendent E. A. Haigfat, giving
the figures embodied in the table, with the additions that her school buildings numberea
6 ; that the estimated value of these, with their sites, apparatus, furniture, ^bc., was
$75,500 ; and that, besides the 1,498 enrolled in her public schools, there were about
600 in private and parochial schools.

Belleville. — There has been here a steady increase in all respects except in the num-
ber of teachers, an average of 52 pupils being taught in 1876-77 by one teacher. The
percentage of average daily attendance on the number enrolled shows a fair regularity
of attendance, while punctuality in such attendance has considerably increased. The
discontinuance of a school for colored children, and the consequent admission of these
Into the re^lar classes, is reported to have been attended with the happiest results to
the colored pupils thus admitted, improved behavior, better appearance^ and much
greater attention to study having been developed. There have been special teacheis
of German employed, but it appears that hereafter that language is to be taught by
the regular class teachers, aud is to have one hour a day given to it. — (Report for
1876-77.)

Bloomington. — The written return of Superintendent Sarah E. Ra^ond shows,
besides the statistics in the table, 11 school buildings, giving 2,670 sittings for study,
and valued, with their grounds, furniture, aud apparatus, at $230,471.

Chicago. — In addition to the 53,529 pupils attending public schools, 18,664 were en-
rolled in private schools, and 20,767 youth of legal school age, it is estimated, were at
regular employment, making 92,960 profitably engaged for at least a part of the year.
Making allowance for those unable to atteua school by reason of home necessities or
sickness, it is estimated that there still remains upon the streets of the city an army
of over six thousand idle children without a day's schooling in the year. To this number
may be added from two thousand to three thousand more whose attendance upon school
is so brief as to be almost valueless. Many of these youth now crowing up in i^orance
and indolence, the superintendent thinks, would be in school if they could find a place
for regular and full instruction within a reasonable distance of their homes. The num-
ber of sittings for study in buildings owned by the board is. however, only 37,489 ; in
buildings rented^ 4.191 ; total, 41,680. At least 10,000 additional stsats are needed.
This lack is partially met by half-day divisions and by crowding. About 6,000 pupils
go to school but half a day and not less than 5,000 go to school in rented buildings,
most of which are entirely unfit for school purposes and in which there is often most
inconvenient crowding.

Attendance upon the grammar department is slightly less than in the previous year,
but this loss is made up by the largely increased attendance upon the high schools,
mainly due to the estaolishment of the division high schools, with a shorter course,
principally English in it:^ character, llie demand for classical study is apparent in the
recent introduction of Latin into these schools. The number of pupils attending the
Central High School was 646, while at the Division High Schools there was an enrol-
ment of 902.

Instruction in German is now limited to the grammar and high schools. There were
2,093 pupils studying it, of whom 1,096 were of German parentage, 535 of American,
and 462 of other nationalities.

The normal school has been temporarily closed, because it was graduating mors
teachers than could be employed in the city.

ILLINOIS. 47

An nngraded nrliool room wa* opened in enoh of 4 /^raramar whool bnildings for the
benefit of those pnpils who, for various reasons, need special individual instruc'ion
and supervision. The result was good. Some pupils were prepared to go on with
*^heir classes after a few weeks of individual instruction in subjects upon which they
were deticient, and they were thus saved the necessity of falling back in their course.

The number of pupils attending the deaf-mute schools sustained by the l>oard of
education was not as large as it should have been owing to the distance of the school
from the homes of many of the children. Remarkable progress, considering the diffi-
culties to be overcome, was made in reading, writing, arithmetic, and composition;
and a number took up the study of geogi-aphy. — (Repoit for 1876-77.)

DeiMtur. — Average per cent, of attendance, 94 ; per cent, of tardiness, 47 ; cost of
instruction for each pupil, based on average daily attendance, $18.67 ; average attend-
ance in high school, 165 ; teachers in high school, 5 ; average attendance to each teacher
in high school, 33; in ward schools, 48. Sittings for study, 1,728, in buildings valued,
with their sites, furniture, and apparatus, at $9.5,000; enrolment in private and parochial
■chools, 200. — (Report and return for 187G-'77.)

GiUesburg. — A written return from Superintendent M. Andrews states that drawing
is taught by the regular teachers, and gives $112,815 as the valuation of all school
property, without specifying the number of buildings. There were, however, .33 school
rooms, with sittings for 2,1(X) pupils.

Jacksonville. — Tne niunber of school buildings here is 8, giving sittings for 1.600 pupils ;
valuation, with their grounds, furniture, &c., $159,900. lu private ana parochial
echools there were about 1,000 pupils. The enrolment in the public schools was larger
in 1876-*77 than during any previous year. The percent iige of at tendance ou enrolment,
however, slightly decreased. Fifty-two pnpils were neither absent nor tardy. There
was an enrounent of 1C3 in the high school and 14 graduates in 1877, one of whom was
colored, the first of that race who has completed the public school course in this (!ity ;
where, it is remarked, the problems of sex and color have been quietly solved without
any ot the trouble that has been experienced in some other cities. For the first grade
of the schools the Kindergarten system has been adopted as far as practicable. — (Re|>ort
for 1876-77 and return for the same year. )

From JoUet there is only a return by Superintendent Joseph F. Perry, indicating,
besides the tabular statistics already given, the possession of 8 nublic school buildings,
with 1,692 sittings and a valuation of $65^650; while, in addition to these, appear 7
private and parocnial schools, with 604 pupils.

Peoria. — The public schools here are housed in 9 buildings, valued, with their sites,
at $157,300, and are graded as primary, grammar, and high, each covering a perio<l of
4 years. There was an attendance of l,5r.7 pupils upon private schools, which, with
the public school enrolment, gives a total of 5,730. The average daily attendance of
papils in the high school was 163 ; graduates, 21 in 1877. This school has a well selected
library of 1,200 volumes. Good progress was made in drawing during the year, partly
stimulated by prizes offered at the agricultural fair for the best specimens ; but the
necessity for economy in expenditure prevented the employment of special teachers
either in this study or in music, and caused the services of a superintendent of schools
lo be dispensed with. — (Report for 1877. )

Quincp, through Superintendent T. W. Macfall, makes return of 9 public school build-
ings, with 2,950 sittings for study and a valuation of $217,000 for all school pro]iertv.
Id private and parochial schools there was an estimated enrolment of 1,800 ])upils
additional to the 3,554 in public schools. A special teacher of German was employed
in the public schools.

BocJ;ford, through the principal of her West High School, reports 10 public school
buildings, valued at $120,000^ and an enrolment of 475 pupils in private and church
schools, making, with those in public schools, a total of 2,575 under instruction.

Bock IsUind, through a return from Superintendent J. F. Everett, gives 6 as the
number of school buildings, with 1,100 sittings for the primary' pupils, 780 for those in
the grammar schools, and 120 for those in the nieh school. The valuation of all public
school property was $112,600. In private schools there were 450 pupils, making, with
the 1,955 in public schools, 2,405 receiving some form of schooling.

SprittgMd makes fuil printed report of her schools through Superintendent Andrew
H. Brooks, showing that good order was maintained during the year, with few com-
plaints of undue severity in discipline ; that careful attention was given to the slate
work of the primary departments, one day in each month being spent in looking over
the drawing and penmanship ; that at the close of the summer term there was a thorough
written examination of the nigher grades, carried on through three days; and that no
pupil was promoted from these grades to the hi^h school who did not receive at leaift
an average of 70 per cent, credit marks, most going much above this. Reading in the
Phonetic Primer and First Reader is begun here the first year, in connectitm with the
elements of drawing, music, and botany, besides writing, arithmetic, grammar, and
geography ; and these studies are carried steadily on, in regulai'ly ascending progression,
through the 8 grades below the high school. This school had an average registration
of 173 pupils in its 4 classes, an average attendance of 152, and graduated 28 m 1677.^-
(Beport for 1876-77.)

48 REPORT OF THE C0MMIS8I0KER OF EDUCATION.

TRAINING OF TEACHERS.

NORMAL SCHOOLS.

The Illinois State Normal University y at Normal^ includes a normal and a model depari-
Tnent, the latter with primary, grammar, and hi^h school grades. The former, iu
]h{76-'77, numbered 4'36'y the latter, 229. Tuition in the noiinal department is free.—
(Catalogue, ISTtJ-*??.)

Southern Illinois I^-ormal University j at Carbondale, has two department-s, a normal,
with a course of study occupying' 4 ^ears, and a preparatory normal of 3 yeais. The
number of students in normal studies iu 1876-77 was 308 ; in other studies, 146. —
(Return and catalogue, 1876-77.)

The Dover Narmal Scliool^ at Dover, was organized in 1876, with 70 students in att-end-
ance. TTie course of instruction covers 3 years. There is a preparatory course of one
year for those who need it. Total attendance during the year, 112. — (Catalogue and
return, 1876-77.)

Cook County Normal School, at ^nclewood, has 3 departments^ the normal, the pre-
paratory^ and the training or model school. Tuition is Iree to residents of Cook County.
The studies of the normal department cover 3 years. The number of students in 1876-77
was 245. — (Return for that year.)

The Northwestern German-English Normal School, Galena, under the auspices of the
Methodist Episcopal Church, reports 4 resident instructors and 69 normal students for
1877, with 31 other students; course, 3 years; graduates in 1877, 7, of whom 4 engaged
iu teaching. — (Return.)

Another school, styling itself normal and scientific, makes a report, but shows no
normal students.

NORMAL DEPARTMENTS.

In addition to the foregoing, facilities for preparing to teach are afforded^ to a
greater or less extent, either in regular courses or in special classes connectea with
Abingdon, Eureka, Ewing, Illinois Agricultural, Monmouth, and Westfield Colleges,
and in the Wesleyan and Rock River Universities.

teachers' institutes.

In the absence of a State report, it is impossible to tell, with cert-ainty, what number
of these means of improving teachers were hold during the year or how many availed
themselves of them. At lea^it one in each county may be supposed, besides many held
by other than county superintendents. State Superintendent Etter wrote in June,
1877, that he was already engaged to be present at 51. One, with the chai-acter of a
summer vucatiou school, was hold at Jacksonville, for instruction in elocution, and had
at Iviast sufficient attendance to encourage the holding of it in another year. At
8prin«Tfield, one tor the teachers in the city schools has been held as often a« once a
month.

educational journals.

The Educational Weekly, published at Chicago, continued during 1877 to do ex-
cellent service, not only by printing the freshest news respecting schools in IllinoM
and the surrounding States, but also by lively discussion of a great variety of impor-
taut educational questions and by publishing many most useful articles on the improve-
ment of methods of instruction.

The Practical Teacher, a monthly much resembling this, aided greatly in the same
good work by kindred publications.

Barnes' Educational Monthly, published simultaneously in Chicago and New York,
continued its work in the same direction during 1877.

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

From lack of a State report for 1877, the number of these schools for the year cannot
be given. For 1875 there were 133 reported ; for 1876, a number less by 23. In neither
of these years was there a report of the attendance, save in the case of 4 township
schools.

In the high schools of Chicaffo there were 1,548 pupils in 1876-77^ 646 in the full
course of the Central School and 902 in the shorter course of the Division Schools. In
those of Decatur, Jacksonville, Peoria, Rock Island, and Springfield 762 more were
rcrport«d. In returns from other cities the existence of high schools is indicated, bat
no clear statistics of them are given.

other secondary schools.

F'or the statistics of business colleges, private secondary schools, preparatory schools,
and preparatory departments of colleges and universities, see Taofes IV, VI, VII, and
IX in the appendix, and the summaries of these in the Report of the Commissioner
preceding.

ILLINOI& 49

SUPERIOR INSTRUCTION.

COLLEGES.

Of the 23 colleges and universities in the State reporting, all but 5 are open to both
sexes and report over ^iOO young women in regular /M)llegiate classcB, besides a number
in special or partial courses. lor statistics, see Taules VlII and IX of the appendix,
and snmmariej of these in the Commissioner's Renort preceding.

TTie Illinois Industrial Unirersity, at Urbana, which is at once the State university
and agricultural and mechanical college, claims to be a true university in the beet
American sense, though diflering designedly in the character of some of its colleges
fiiHn the older institutions of this country. It is divided into four colleges, namely :
Agriculture, engineering, natural science, and literature and science. These colleges are
subdivided into schools, each one of which is understood to embrace the course of instrue-
tion neeilful for some one profession or vocation. The various schools, now number-
ing 14, are arranged as reported last year, with the exception that a school of art and
desi^ has been placed among the additional schools and the school of domestic science
has been constituted one of the regular schools in the college of natural science. In
the college of literature and science, embracing the schools of English and modem
lan^ages and of ancient languages and literature, the plan of instruction embraeeo,
besides the ordinary text book study, lectures and practical exercises, including origi-
nal researches, essays, criticism, proof reading, and other work intended to illustrate
the studies pursued and to exercise the student's powers. Of the 126 students in the
coUege of literature and science, 41 were women. Tuition is free in all departmeD<»
of the uuivcrs»ity. — (Catalogue, 1876-'77.)

The Illinois JVesleyan Unirersityj at Bloomington, embraces collegiate, law, music, and
preparatory departments. The first includes classical and scientific courses, each cov-
ering 4 years. Provision is al» made for graduate and non-resident courses. Women,
are ailmitted to all departments, both as students and instructors. — (Catalogue.
1876-'77.)

Carthage College^ Carthage, from its catalogue for 1877, apx>ears to have but two
Gooraes in its collegiate department, the classical and scientific. No mention this year
is made of the xdiilosophical department reported in 187G. Women arc admitted to
either course and receive the corresponding degree, but with them the Greek and
calcolns are optional.

Northwestern University, at Evanston, reports 6 departments besides the Garrett Bib-
lical Institute, which, though situated upon the same grounds as the university and
closely linked with it, is under a distinct corporate government. The departments are
(1) college of literature and science, (2) woman's college of literature and art, (3)
ooiiser\'atory of music, (4) college of medicine, (5) college of law, and (6) prepara-
tory school. The college of literature and science now prcHents 4 courses of study,
each requiring 4 years' work^ namely : the clxissica], the Latin and scientific, modem
hterature and art, and the scientific. All the university courses are open to women, t-
(Catalogne, 1877.)

Illinois Colkge^ at Jacksonville, has added another year to its scientific course, making
it equal to the classical in length. Whipple Academy is under the management of the
college, and constitutes its preparatory department. — (Catalogue. 1877.)

The collegiate department of Westfiel^, CollegOy at Westfield, nas discontinued its
ladies' course, considering it unnecessary, since young women are admitted to all the
privileges of the institution in the shape of classes and degrees. — (Catalogue, 1877.)

In the remaining colleges the departments and courses of instruction, as far as the
information of the Bureau extends, are substantially as reported in 1876.

Information from Rock River University is to the efifect that this institution was
closed in 1877, to remain thus for a year, when it was expected to reopen.

No reports for 1877 have been received from Abingdon College, Hedding College, St.
Yiateurs College, or Illinois Agricultural College, the last being (as stated in the report
for 1876), by reason of its amended ohiuter, a literary and not an agricultural insti-
tation.

COLLEGES FOR WOMEN.

Besides the colleges open to young women in common with young men, 8 especially
devoted to the superior instruction of women report statistics for the first session of
1877-^8, for which see Table VIII of the appendix, and a summary of this in the Com-
mlflsioner's Report preceding. All these institutions are chartered, all teach music, draw-
ing, painting, French, and German, save one which omits the French, while another
adwLs Latin to the two other tongues. Six have apparatus for illustration of che mistry
and physics, 4 have cabinets of natural history, 1 nas an art gallery, and 3 have gym-
ff«Mrinm>. Seven re]>ort libraries ranging from 400 to 3,000 volumes. — (Returns.)

50 BEPOET OP THE COMMISSIONER OP EDUCATION.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

(For fall statistics, see Tables X-XIII of the appendix, aod summaries of these la the Beport of the

Commissiumr prcceUiog.]

SCIENTIFIC.

The Illinois Induitirial Umveraity, Urbana, furnishes scientific and industrial training
iflvits colleges of natural science, agiiculture, and engineering; also, in the addition^
Bohools of military science, commerce, and art and design. Vocal and instrumental
masic, telegraphy, and photography are taught, but not as parts of the regular courses.
It has been the aim to give to the college of agriculture the largest doveloi)ment prac-
ticable. The instruction unites theory and practice as far as possible. Technical studies
are taught in connection with or followuig instruction in the sciences to which they
are especially related, the chief means of instruction being lectures, with careful read-
ings of standard agricultural books and periodicals and frequent oral and written dis-
cussions by the students of the principles presented. These are also illustrated by
demonstrations and observations in the fields and stables. The college has a stock
farm of 410 acres, provided with a lai^e stock bam ; also, an experimental farm of 80
acres.

Scientific departments or courses exist, too, in Abingdon College, Blackburn Uni-
Tersity, Carthage College, University of Chicago, Northwestern University, and
Northwestern College, Ewing, Illinois, McKendree, Monmouth, and Westfield Col-
leges and Lake Forest and Lombard Universities. In Westfield College a department
oi natural science receives especial attention, a full analysis of various specimens in
Eoology illualTative of one branch, one class, several orders, &c., being required from
each student, at first with the aid of books of reference, afterward, as far as possible,
without other aid than the specimens. These analyses are handed to the teacher for
criticism, like other written exercises. — (Catalogues and letter from the instructor at
Westfield.)

THEOLOGICAL.

Instruction in theology is ^ven by 5 independent theological schools, also in classes
or dopai-tments connected with several colleges of the State. The schools referred to
are Chicago Theological Seminary (Con^gational), Presbyterian Theological Seminary of
ike Northwest, at Chici^o, Garrett Bibltoal Institute, at Evanston (Methodist Episcopal),
Baptist Union Theological Seminary, near Chicago, and Augustana Theological Seminary,
Rock Island (Evangelical Lutheran^. These have courses of study covering 3 years,
with the exception of the last, whicn has one of 2 years. In the tlu^ee first mentionea
a total of 73 students out of 172 had received degrees in letters or science. — (Returns,
1877.)

Theological departments, with conisee covering 3, 2, and 3 years, respectively, are
reported by Blackburn UnioersUy, CarUnville; Northwestern College, Naperville, and
L&teoln University, Lincoln. The department at Blackburn University, m>m its cata-
logue of 1877, appears to have no theological students.

In addition to the above, a limited course of instruction in theology is given in the
Wesleyan University, at Bloomington; in St. Joseph* s EccleHastical College, Teutopolis;
in McKendree CoUege, Lebanon, and in Eureka College, Eureka. — (Catalogues, 1877.)

LEGAL.

The law schools from which reports have been received for 1877 are the Union College
of Law of the Chicago and Northwestern Universities and the law departments of ilU-
neis Weslejfan University and of McKendree CoUege, These all provide a 2 years' course
of instruction. Eight of the 15 young men studying law at McKendree College bad
received degrees in letters or science. — (Returns and catalogues.)

MEDICAL.

The two regular medical colleges in Chicago reporting, namely, the Rush MetUoaX
ChUege, a department of Chicago University, and Chicago Medical College, a department
of ^e Northwestern University, had respectively an attendance in 1877 of 392 and 156
stadents, respectively. Of the tot-al number attending both colleges, 103 students had
leoeived degrees in letters or science. The course covers 3 years and attendance upon
two full courses of lectures is required for graduation. A spring course additional to
the regular one has recently been introduced at Rush College, consisting of locturw
asd recitations at the college and clinical instruction at the hospital and dispensaries.

Bennett Medical College, at Chicago (eclectic), ofifers a course of equal length with the
fttegoin^. — (Catalogue for 1877.)

The Chicago Homoeopathic College and the Hahnemann Medical College, Chicago, rex>ort
for the winter course of 1877-^78 a total of 28-2 students, of whom 39 had received degreed
in letters or science. The course in the former is 2 years of 28 weeks each ; in the lat-
ter, 2 to 3 yeare of 22 weeks each, with a spring term of 10 weeks. — (Returns.)

ILLINOIS. 51

The C^co/QO CoUege of Pharmacy reports an attendance of Gl stadents, tangbt by
5 pitkfeaBora and inBtmctois. Its coarse of study covers 2 years. A knowledge of
medical botany is essential to obtain a diploma. — (Rctom, 1877.)

SPECIAL INSTRUCTION.

TUB BLIND.

The Illinois InsUtutionfor the EduocUioa of the Blindy at Jacksonville, reports for the
session of 1877-78, instructors, 9; other employes, 23; pupils, 121. besides the com-
mon school studies and music, the children arc taught broom and brush making, chair
seating, sewing, embroidery, and bead work. Volumes in library, 77G; increase im the
last year, 60.

THE DEAF AND DUMB.

The Illinois Institution for the Edvcation of the Deaf and Dumhj also at Jacksonville,
aeeoniing to its printed i-ejiort for 1876-77, had, besides its sniKirintendent, 15 teachers
in its literary department, 3 in the department of articulation, 2 in that of ait, with
foremen in the industrial and 11 other employes. There were 484 pupils on the rollsL
with an attendance of 459 duriug the year. Industrial occupations, such as farm and
gard^i work, shoemaking, cabinet making, and printing, enter into the course of
training in connection with the usual school studies, with training in articulation and
tome instruction in art. A new building for the industrial occupations pursued was
in process of erection, to be completed by the winter of 1877-78. The library numbers
^000 volnmes, having added f>00 during the year.

The Chicago Datf sSuwlfor Deaf-Mutes^ under the control of the city board of educa-
tion, had in it, at the date of the annual return, 2 male and 2 female pupils under 3
instnictors in reading, writing, spelling, grammar, arithmetic, geography, and draw-
ing.

THE FEEBLE-MINDED.

The mimois Asylum for Feeble-Minded Children, at Lincoln, had In it for the fall and
winter term of 1877-78 a total of 50 instructors and other employ<^s, with 182 children
under training in reading, writing, arithmetic, geography, and such industrial pursuits
as tend to develop a capacity for useful occupation. — (Return.)

EDUCATIONAL CONVENTIONS.

STATE ASSOCIATION.

Tlie twenty-fourth annual meeting of the State Teachers' Association was held at
Springfield, December 26-28, 1877.

After an address of welcome by Governor Cnllom, President Lewis delivered the
aonnal discourse, in which' he sketched briefly tlie histon^ of the association and its
progress during the past year, and spoke of the beneiits of associated work in the pro-
lesnon.

On tbe second day, Superintendent Brooks, of Snringfield, and J. H. Blodgett, of
Bockford, discussed the question, *' Should our hign scnools give instruction in the
elements of }>olitical economy f The next topic lor discussion was, '* What can be
done to develop in our students a higher taste in English literature 1" This was dis-
eossed by Professors J. H. Ely, of Mount Carroll, and H. L. Boltwood, of Princeton.
Dr. Baily, of Lake Forest University, presented a paper on *' Manners and morals
in 'our public schools." Papers on " Public high schools" were offered by Dr. New-
ton Bateman, of Knox College, and Dr. J. M. Gregory^ of the Industrial Uni-
Teraity. The question, ''What can be done to make our pupils speak better English f "
was discussed by Prof. O. E. Haven, of Evanston, and J. T. Rav, of Oregon. In the
evening a lecture was delivered by Dr. McCosh, of Princeton College, on the theme
"Upper schools necessary to elementary instruction."

The discussion of the following day was opened by Dr. AUyn upon the subject, " How
riiall onr county superintendency be made more efiective f " Ho was followed in a few
brief remaiks by Hon. S. M. Etter, superintendent of public instruction. A paper was
read by C. I. Parker on the qnestion, ''Do we have too manv examinations f" He
was followed by P. Walker^ of Rochelle, and E. A. Gastman, of Decatur. Mrs. Abby
8age Richardson then offered a paper on the subject, "How can we awaken a
greater interest in the studv of English literature?" Professor Peabody, of Chicago,
gave a lecture upon " Sap," showing the manner of growth of vegetable and tree life;
and I^^. A. A. Kendrick, of Shurtleff College, presented an essay on "The relation
between public schools and public morals," and J. L. Pickard, of Chica^o^ one upon
" The education of women." The paper by Mr. S. H. White, on competitive exami-
nations, was ordered to be deposited with Superintendent Etter for preservation and
fntore use.
Among the reaolations adopted was one appointing a committee of 5 to take into

52 BEPOBT OP THE COMMISSIONER OF EDUCATION.

consideration the subject of reform in 8i)elling and report at the next meeting on the
advisability and practicability of substituting for the present orthography a phonetio
system of representation ; one, also, appointing a committee to gather facts relative
to the matter of truancy, and report them at the next meeting ; and one indorsing,
" with emphasis and without equivocation, the coeducational system of schools, pri-
mary, secondary, and university, now in successful operation in this State, believing
that the triune interests, physical, mental, and moral, of both sexes are far better sub-
served by tlua plan than by the system of separate instruction." — (Educational
Weekly.)

OBITUARY RECORD.

PROFESSOR SAMUEL ADAMS, M. D.

Dr. Adams, distinguished in his ripened years for long and faithful Eervice as an edu-
cator, was bom at Gilead, Maine, December 19, 1803, and grew up amid the laboie and
privations of a pioneer settlement on the Upper Audroecoggin. His school days in
{hose early years were few, but he appears to have made the most he could of small
advantages, and at 18 became teacher of a district school in his native town. Pros-
ecuting his own studies while instructing others, he prepaied himself for an academic
course, and during two successive years spent some months at Gorham Academy;
he entered Bowdoin College in 1827, and was graduated in 1831 with the highest hon-
ors. He contributed to his own support in college by teaching a winter school every
year except the last. It was a great felicity of his collegiate life that Longfellow was
then professor of modem languages at Bowdoin. Under the inspiration of such a
teacher he acquired a taste for linguistic culture which stood him in good stead in
later years. The first year after his graduation he taught in a hi^h school at Bucksport.
Maine; the next, commenced the study of medicine. While still engaged in modical
study, he was appointed tutor of modern languages in the college and served as such
for two years, durinc the absence in Europe of Professor Goodwin^ who had succeeded
Longfellow. The taking of his medical degree was thus deferred till the spring of 1836.

On graduating, he be^an the practice of medicine at Brunswick, pursuing scientific
and linguistic studies still, and acquired such reputation as a scientist and scholar that
in 1838, probably on the recommendation of the Bowdoin faculty, he was chosen pro-
fessor of chemistry, mineralogj', and geology in Illinois College, Jacksonville, 111.,
which had been chartered but three years l)efore, though founded in 1829. He ac-
cepted the position, entered on it in October of the year of his election, and, with some
changes in the title and duties of the chair, continued in it till his death, a period of
more than 38 years. His labors as a teacher were, however, by no means confined to his
own department. The resources of the college were not large, and he and his associates
often had to perform much miscellaneous work, for which his broad culture eminently
fitted him. He gave instruction, therefore, in the French and German languages for
many years, and during his life as professor taught at intervals nearly every branch
connected with the college course.

In addition to his labors as a teacher, he made no inconsiderable contributions to
the more solid periodical literature of his time — first in a series of six articles in the
Biblical Repository, from 1838 to 1848, ori^nally designed to form the foundation of
a book on ** The natural history of man in his spiritual relations," which he never found
the leisure to complete; next in a review of Darwin's Origin of Species, published
in two successive numbers of the Congregational Review in 1871: and finally in re-
views of Comte's Positive Philosophy and of Herbert Spencer's Proposed Reconcil-
iation between Religion and Science, the former in the New-Englander of January and
April, 1873, and the latter in the same for January, 1875. For all these reviews he
prepared with most painstaking care, and the value of them is said to have been ex-
tensively^ acknowledged.

His friends found great satisfaction in believing that 'to all his accomplishments Dr.
Adams added a firm Christian faith, and that it gave him support in the hour of death
as it had in the labors and cares of nis useful life.

Dr. Adams died of typhoid pneumonia, April 28, 1877, extensively beloved and gen-
erally respected. — (From a memorial notice by £x-President J. M. Sturtevant, ix. D.)

CHIEF STATE SCHOOL OFFICER.
Hon. & ^ Ettbi^ 5ltal0 nq»«r<iileiulen< <i^ jmMio in«trucl<:n, 4»r^^

INDIANA.

STATISTICAL SUMMARY.

POPULATION AND ATTENDANCE.

Toath of school age (6-21)

Enrolled in public schools

Ayerage daily attendance

Colored children enumerated

Colored children enrolled

SCHOOL DISTRICTS AND SCHOOLS.

l^omber of school districts

Knmber in which schools were taught
Kamber of colored schools taught . . .

Average term of schools in days

Public graded schools

Public ungraded schools

Public school-houses

Yalmition of school property

TEACHERS AND THEIR PAT.

White teachers in public schools

Colored teachers

Men teaching. :

Women teaching

Whole number

Average monthly pay of men

Average monthly pay of women

INCOUE AND EXPENDITURE.

Whole income for public schools

Whole expenditure for public schools

PER CAPITA EXPENDITURE —

Of Bcbool population

Of enrolment

Of average attendance

SCHOOL FUND.

Available school fund

1875-^6.

679,230

516, 270

314, 168

10,261

6,963

9,310
9,259
115
129
398
9,004
9,434
til, 548, 993

13, 317

7,852

5,559

13,411

$53 20

41 40

$5,083,327
4, 921, 085

$3 29

8 23

13 56

$8, 870, 872

1876-77.

694,708
498, 726
298,324

128

$11, 376, 730

8,109

5,405

13, 574

$61 27

39 20

$4, 873, 131
4, 673, 766

$5 90

8 23

13 76

$8, 842, 291

Increase.

15, 476

257

163

$0 20

Decrease.

17,544
15,844

$172, 263

$1 93
2 20

$210, 196
247, 319

$0 39

$28,581

(From printed report and written return of Hon. James S. Smart, State superintend-
ent of public instruction, for 1875-76, and written return from the same for 1876-77.)

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

A State superintendent of public instnictionj elected every second year by the people, is
charged with the administration of the system of public schools, with the superintend-
ence of the business relating to them, and with the supervision of the funds and revo-
naes appropriated to their support. He is ex officio trustee of the State Normal School
and president of the State board of education.

This State hoard of education consists of the superintendent, governor, and presidents
of tlie State Uuiversity, Normal School, and Purdue University, with the school super-
intendents of the three largest cities of the State. It meets quarterly, is an advisory
tonncil to the superintendent, issues instructions and questions to county superintend-
ents for examinations of teachers applying for a license, grants licenses valia through-
out the State to teachers who have passed its own examinations, and appoints the
^nisteeg of the State University and the official visitors of the Normskl BchooV.

REPORT OF THE COMMISSIONER OF EDUCATION.

LOCAL.

A county svperintendcHt of schools is appointod biennially in each county by the
boards of township trustees, meeting at the office of the county auditor on the first
Monday in June.* He has general superintendence of the schools of his county, exam-
ines and licenses teachers for them, directs the apportionment of school funds to them,
visits them for inspection at least once in each year, and as often must attend and pre-
side at each townsnip institute, making annual report to the State superintendent of
all statistics relating to the county schools.

A civU trustee, elected every two years by the people in each township, acts also as a
school trustee for his township, to engage teachers, apportion school money, care for
the schools, and hold monthly institutes, and he and the three trust'Ces of each incorpo-
rated town and city in the county form a county board of education for the adoption
of text books, &.c.

A school director in every school district is chosen by the people at each annual dis-
trict meeting.

ELEMENTARY INSTRUCTION.

GENERAL CONDITION.

The State superintendent in Indiana makes full report to the legislature of all thin^i
connected with the school system only once in two years. In the intermediate year
only a brief written report to the governor is called for. The statistics of this last,
embodied in the return Kindly furnished by Mr. Smart for 1877, afford our only informa-
tion for that year. These show an increase in the number of youth of school age
amounting to 15,476, with an increase of 163 in the number of teachers in the public
schools ; bat, possibly from lack of fall reports from minor officers, the enrolment in
publio schools appears to have diminished by 17,544 and the average attendance by
15,844, the receipts for schools diminishing also oy ^10,196 and the expenditures on
them by $247,3ld. An estimated diminution of $172,263 in the value of school prop-
erty does not count for mach, as it is not more than proportionate to the shrinkage in
all values, and probably the same may be said of a lalluig qS of $28,561 in the avail-
able school fund.

KINDERGARTEN.

Only one Kindergarten is reported for 1877, that one apparently connected with the
public school system of Indianapolis, and held in the high school building of that city.
It had 30 children, 3 to 6 years of age, under the instruction of the principal and 4 adult

Eupils, the younger children being kept in school 3 hours daily, the advanced class an
our and a naif longer, for 5 days in each week of the school year of 40 weeks. The
younger ones are trained in the use of Frobel's gifts and the exercise of his occupa-
tions, with plays, inarches, music, and gymnastics; the. older ones study natural history
and read.

CITY SCHOOL SYSTEMS.

OFFICERS.

The boards of school trustees for cities with less than 30,000 inhabitants, under a
general law. are ordinarily composed of 3 persons appointed by the conunon counciiL
for terms of 3 years, 1 retiring each year. Indianapolis, under a special act, has a
board of 11 school commissioners, elected by the people for terms of 3 year8.^Schools
of Indiana, 1876.)

STATISTICS.

Cities.

Fort Wayno .
Inrtianapolis .
JefiereoDville
Lafayette....

LaPorte

Lopansport . .
Kicbmood ...
South Bend . .
Terre Uaate.

Estimated
popalation

St<,400
100.000
10,000
22.000
7,000
15. COO
14,000
15.000
91,000

Chile' ren of
^cllOol age.

10, SS?

S2, b03
S, <*2:)
6,059

3,768

4.236

c3. 2r)5

7,101

Eorolment.

3.558
al2, 0^0
l.HOO
2.703
1,190
1.821
2,004
l.fiOl
3,892

Average
attendance.

2.653
^8,3j5

1,608
877
1,191
1,874
1.082
d2,707

Teachers.

84
183

26
47
26
31
45
28
80

Expend!*
tur&

$71,649
Sa3i,410
19.120
36, t^
37.9J0
41,h84
34,156
17.093
66,440

a This is exclasivo rf 33 normal pnnils and 872 in evening schools.

6 Exclasivo of 57Giii average ati end n nee on evening sohooK

e In a retam from Snperiotendent Knromer the number of Kohool age is put at 3,138.

d This is besides 17 in average attendance in aa evening schobL

> This is the direction of the school law, both in its edition of 1873 and that of 1877; bat tho State
soperintendtint. in the volume on The Schools of Indionn. published 187^. says that county suiwiio*
tendents are appointed by tbo connty commissioners at their June meeting every second year. Those
coromissioner4 ha^yo Uiq right to dismisA a superintendent for immorality, incompetency, or Do^oot of
dut^.

INDIANA. 55

ADDinONAI. PABTICULABS.

Fort Wayne. — Respecting this city^ the only official information is from a writtftQ
return of Superiiitendeut Jobn S. Irwm, no printed report having been issued for some
years. From this return we fiud that there were in 1877 speciaT teachers of drawinc,
music, penmanship, and reading employed in the public schools, and that there were m
private schools 2 J teachers, with 2,!i00 pupils,, raaiiing the whole number of teache];iiia
the city 110 and the whole enrolment in schools 5,858. High school pupils, 189; gradU
nates in 1877, according to the Indiana School Journal, 17, chiefly in the Latin and
flcicntific couTBCS.

At Uuniinglon a method of teaching reading by a combination of the word method,
the alp'.ai>et method, the phonic method, and the sentence method is reported to have
proved highly nuccessful, partly through use of selections from The Nursery, The Wide
Awake, and other juvenile publications, with some aid from the daily newspapers.
Dull pupils wore aruused and all interested by havinjg fresh and lively articles for read-
ing, instead of stale repetitions from long used school readers.

Indianapolis. — Here, according to a return from Superintendent George P. Brown,

there were special teachers of music, drawing, and penmanship in the public schooln

with salaries which indicate a determination to have in these branches instruction

worth something. The private school enrolment is put at 1,340 (an estimate which

womB very low for a city with such a population), while, in addition to the 12,06D

in the ordinary public schools, there were *.i3 in a city normal school and 872 in citar

evening schools, making a total of 14,30.3 in private and public schools. The high

school, according to the Indiana School Journal of June, 1877^ numbered 572 pupilay

and graduated 4l5 in the summer of that year, of whom 18 were from the 2 years' courao,

28 from the full course. The principal of the school writes, in the Educational Weekly

of September 13, 1877, that, from somewhat intimate knowledge of the circamstanco^

he believes not half the number of pupils educated in it would obtain more than the

mere elements of education were the nigh school not within their reach, while, of its

beneficial influence on even many who do not graduate and on the other schools, he

bpeaks in decided terms.

Jeffersonville. — Two teachers of German are employed here in the public schools,
th^ being the only special teachers indicated. The enrolment in private and paro-
chial schools is ])ut at 300. Public school buildings, 5 ; valuation of school property,
$60,000. Gradation of schools, primary, grammar, and high. — (Return to Bureau of
Education.)

At LaPorte improvement in composition writing has been effected by first designai-
• inc each week those who are to write, then questioning each scholar thus designated,
tin some subject with which he is familiar and on which he has opinions is obtained.
This point reached, the teacher aids in getting the subject outlined and hjis the scholar
hand in a sketch of the outline proposed. This is revised and the composition written,
"which isfir^t subjected to careful criticism and returned to be rewritten. Not until after
this do readings take place, when a new criticism before the school occurs, including
the reading as well as the style.

Lafaifette.— The graded course of instruction in this city covers a period of 13 years.
The high school, the course of which is included in the foregoing, had in 187G-'77 an
enrolment of 94 pujiils, taught by 4 instnictors. Special teacliers of drawing and pen-
manship were employed in the schools. The per cent, of daily attendance, based on th»
average number belonging, was 91 ; cost of instruction, $20.91 ; public school buildings,
11; sittings in these, 1,900; sittings in private and parochial schools, 700; enrolment
in ench schools, 1,000 for the year. — (Printed report and return.)

Logansport. — ^Tho figures given in the table are from a return by Superintendent
John K. Walts, no ofilcial report having been published for 1877. The schools are
ebfised as primary, grammar, and high, the last having an enrolment of 113. Sittings
for study, 97C in the primary grades, 394 in the grammar, and 110 in the high. Valua-
tion of school property, $180, W)0.

BicJimond. — No other information comes from this place than that given in the table
from a return by Superintendent John Cooper, except that the public schools had 1,975
sittinOT, with property valued at $81,000, that a special teacher of music was employed,
and that in private and parochial schools there were 565 pupils.

South Bend. — There are 7 public school buildings belonging to the system in this city,
including 1 high, 5 ^ammar, 12 intermediate, and 6 primary schools, with 1,700 sittings.
Enrolment in the high school, 122. Graduates of this school are a<lmitted to thefr^e3i-
nuin class of the State univenjity without examination. Teachers' meetings were held
weekly throughout the year. Private and parochial schools, 4 ; enrolment in these,
250.— (Printed report and return.)

Terre Uautc. — The number of desks and sittings here in 1876-77. including those in
the German and recitation rooms, was 4,124 ; number exclusive of tneso, 3,()87. Valao
of all school property, $215,471. There v/ero 597 pupil? studying German during the
year. Enrolment in the high school, 199; graduates, 16. A Saturday drawing class

66 REPORT OP THE COMMISSIONER OP EDUCATION.

was kept open, and Lad a total enrolment of 76 boys and 32 girls ; average attendance
each Saturday, 70. An evening school was in session 4 months, enrolling £33 pupils,
iKrith about 17 in average attendance. Careful attention was given to tlie subject of
dieciplinc, and with good results. Cases of corporal punishment and suspension were
less ttenuent than during any year for a long time, and of the pupils enrolled 1X)3 were
not taruy and were very seldom absent from school. — (Report and written return.)

TRAINING OF TEACHERS.

NORMAL SCHOOLS.

For full statistics of normal schools, see Table III of the appendix, and the smnmaiy
pf this in the Report of the Commissioner preceding.

The Indiana State Narmal School^ Terre Haute, was created by the legislature for the
special purpose of instructing and training teachers for the public schools, and forms
part of the State school system. Tuition is free and there are no incidental fees.
Only such students are admitted as intend to qualify themselves to teach in the pub-
lic schools of the State. The course of instruction covers three years, and includes,
besides the subjects required by law to be taught in the public schools, drawing and
vocal music aud the elements of those branches of science and pliiloso])by which bear
upon the industrial, social, and political interests of the country. There is also a
graduate course for those who wish to qualify themselves for teaching in high schools.
The diploma of the school is, by law of the State, equivalent to a State certificate,
relieving the holder from county examinations. The number of students in the normal
school proper, in 1870-77, was 282, of whom 146 were women and 136 men; in the
model training school, 223. — (Catalogue, 1876-77.)

Northern Indiana JSarmal School and Business Institute, at Valparaiso, not a State
/Bohool, but aided by the county and city, was organized in 1873, and has since con-
tinued in rapid and regular growth. Among the various courses of study offered
are preparatory, scientific, classical, select, musical, fine arts, aud teachers' courses.
Students thoroughly versed in the common branches can complete the classical course
in two years of 50 we^ks each, the scientific in one year, and the teachers* in two or
three tenus of 11 weeks each. Tuition is ^ a term, without extra charge for vocal
music, elocution, peumansliip, and German. — (Catalogue for 1878-79.) A return gives
the nimiber of instructors in the preceding year at 20; number of pujuls, all counted
by the principal as normal, 2,5rj5.

Elkhart County Normal and Classical School, Goshen, receives no State, county, or city
aid, has 4 years in its full course of study, and, acconling to a return for 1877-78, in
the early part of that year, had 11 instructors and 175 pupils. Educational journals
and magazines taken, 150. Drawing and music are taught, the former api^arently from
text books and copies only, without models and apparatus for free hand work.

Lagrange County Normal, Lagrange, instituted for the training of teachers in county
and town schools, is conducted by the county superintendent, and had in the last year,
according to a return from him, 4 instructors and 75 students. Music and drawing are
taught, the latter with the same limitations as at Elkhart.

teachers' institutes.

By law, at least one Saturday in each month during which the public schools may
be in i^rogress is to be devoted to township institutes or model schools for improve-
ment of the teachers. Such institutes are to be presided over by a teacher or other
person designated by the township trustee, and teachers in the public schools of the
.township must attend them or forieit one day^s wages for every djiy of non-attendance,
unless the absence is from sickness.

County teachers^ institutes are also provided for, and to encourage them each county
auditor is authorized to draw on the treasui*er of the county for 8ii5 whenever the
county su])erintendent shall file with him an official statement that there has been
hold in his county such an institute for five days, with an average attendance of 25
teachers or persons preparing to become such, while for one with an attendance of 40
there is an allowauce of §50. Only one such payment, however, is to be made in any
year.

Then, during the summer vacations, p^at numbers of independent institutes appear
from the school journals to be held lor the improvement of teachera who desire to
qualify themselves for higher usefulness in their profession. More than filty, appar-
ently of this class, were note<l, for the summer of 1877, in the Indiana School Journ^,
one of them a summer school for teachers in drawing, held at Purdue University;
another, a ** summer tramp," led by the scientific faculty of Butler University tlirongh
a considerable portion of the Southern States for the field study of geology, mineral-
ogy, botany, aud zoology.

OTHER MEANS OF NORMAL TRAINING.

In addition to the foregoing, facilities for the training of teachers are provided in a
nmnbor of the colleges of the Stato. Union Christian College has a normal com^se each

INDIANA. 57

spring term which affords stndents a review of the common school hronches and special
iustnictioQ in theory and practice. Bedford College has a normal depaitment intended
to cover 2 years, embracing all the studies required for a first class State certificate.
At Moore's Hill College a normal department is sustained during the spring term when
desiretL Indiana Asbury University reports a normal coui'se beginning in the spring
term, but its extent is not stated. Fort Wayne College has two normal courses of 2 and
3 years respectively.

EDUCATIONAL JOURNALS.

The Indiana School Jonmal, organ of the State Teachers' Association and of the
superintendent of public instruction, continued its useful work thi'oughout the year,
diflnsing a large amount of local and general school news and publishing many papers
of much value to tciichers. It has been well aided in this direction by a younger com-
panion, The Common-School Teacher. Both ore monthlies^ the former pubHshed at
IndianapoliSy the latter at Bedford.

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

From the Indiana School Journal, which, as the organ of the State snpermtendent,
probably derives its figures from his books, we have reports of high schools in 45 cities
aad towns, with 133 teachers, 3,511 pupils, and 391 gnidnates in 1877. Sixteen, how-
ever, do not report the number of pupils, 3 omit the number of teachers, and 4 give
only the number of graduates. — (Indiana School Journal of Juno and July, 1877.)

OTHER SECONDAIIY SCHOOLS.

For full statistics of business colleges, private academic schools, preparatory schools,
and preparatory departments of colleges and universities in this Stat«, see Tables TV,
YI, VII, and IX. in the appendix, and summaries of these in the Report of the Com-
misBioner preceding.

SUPERIOR INSTRUCTION.

COLLEGES.

Infonnation for the year 1877 has been received through special returns or printed
catal(»gnes £rom 16 colleges of the State ; all but 4 of these colleges are open to young
women as well as to young men.

The Indiana State University has discontinued its law school, and reports only pre-
paratory and collegiate dep:irtments, the latter with classical and scientific courses.
Both sexes are on an equal footing. Tuition is free. — (Catalogue, 1877.)

Bedford College reports four separate complete courses, the clasHical, the scientific,
the ministerial, and the ladies' course, which lead respectively to the degrees of b. a..
B. 8., and D. L., the last being conferred on those who complete either uiq ministerial
or the ladies' course. Young women are admitted to all the classes and privileges of
the college.

The name of the Northwestern Christian University has been changed to Butler Uni-
fersity. Its colleges, as at present organized, are (1) biblical literature and Christian
evidences; (2) pure and applied mathematics; (3) English literature; (4) Latin lan-
goage and literature: (5) Greek language and literature; (6) natural history; (7) in-
tellectual, moral, ana political philosophy, logic and rhetoric; (8) physics and chem-
istry, ana (9) modem languages. For field instruction in natural sciences, such of its
Btodeuts as desire it are now regularly conducted by some of the professors on a ** sum-
mer tramp'' through portions of the country that afiford special advantages for study
in this line.

At Ridgevtlle College a change has been made in the courses of study by substituting
aa English course for what has been termed the practical course. The three courses
now provided, English, scientific, and classical, cover 8 years, the English and classi-
cal each occupying 4 and the scientific being made from the last 2 years of the English
and the first 2 of the classical, Greek excepted.

The courses of instruction in the remaining colleges api)eAr to be the same as
reported in 1876.

For fall statistics, see Table IX of the appendix, and a summary of this in the Report
of the Commissioner preceding.

COLLEGES FOR WOMEN.

Besides the colleges open to young women in common with vonng men, 2 especially
devoted to the higher education of women make report for 1877. Each of these col-
legea is chartered and both teach music, drawing, painting, French, and German. One
has Bomo moans for illustration in chemistry and both have apparatus for instruction

58 REPORT OP THE COMMISSIONER OP EDUCATION.

in physics. They report libraries nombering respectively COO and 800 yoliime& —
(Returns, 1877.)

For full statistics of these colleges, see Table Y III of the appendix, and a summary of
this in the Report of the Commissioner preceding.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

[For full Btatistics of Bcieotifio and profpMioDfll rchoolii, see Tables X-Aiii of the appendix, and tbe

aaaimaiies of tbeae in the Con.miRt»ioucr'8 Hepori preceding.]

SCIENTIFIC.

Purdue Unirersiiyj at Lafayette, the agricultural college of the State, provides 3 gen-
eral departments of instruction, as follows: (1) the academy or preparatory school; (2)
the college of general science; (3) the special schools of science and technology. The
course ot study in the college of general science is similar to the scientific course in
several other colleges, but it devotes more time to the natural and physical sciences.
These are the leadmg branches in the course, and require at least one-third of the stu-
dent's time for four years. The special schools are those of agricultui"^ and horti-
culture, civil engineering, industrial design,^ physics and mechanics, chemistry aud
metallurgy, and natural history. The university has a well stocked farm of 189 acres
of choice land, with appliances for teaching both agriculture and horticulture. Anew
university building, costing over $40,000, has been completed, and was formally dedi-
cated November 21, 1877. It is four stories high and 1G4 by 56 feet. — (Catalogue of
university, 1876, and Indiana School Journal, December, 1877.)

Boae Polytechnic Institute, at Terre Haute, was chartered in 1874, but has not yet
been oxtened for pupils. Tnis institute was founded and endowed by Chauncey Rose,
esq., late of Terre Haute, who died August 13, 1877. — (Return, 1877.)

THEOLOGICAL.

St, Meinrad's College has a theological course which, covering four years, appears to
be a modification of the collegiate. There were 23 students in 1877.

In Bedford College there is a ministerial course which is the same as the classical,
except that it omits the mathematics of part of the sophomore and all the junior year,
substituting therefor certain theological studies.

In Indiana Aabury University a biblical course has been arranged, which, commencing
with the sophomore year, by a svstem of substitutions, cives a course in Hebrew, patriih
tic and New Testament Greek, biblical chronology, arcnceology, church histoiy, &c

In Hanover College biblical instruction is a part of the regular course of study.

Butler University has a department of biblical literature and Christian evidences, in
which the Bible is the tost book.

In Union Christian College the New Testament is used as a text book for regular reci-
tation in Greek during 3 terms of the classical course.

Concordia College^ according to a letter from its "director," was established for the
especial education of ministeiis of the gospel. It does not, however, give the students
preparing for the ministry a theological training; but, having prepared them for this
by collegiate instruction, turns them over to the Theological Seminary of the Evangeli-
cal Lutheran Synod of Missouri, Ohio, and other States, at St. Louis.

LEGAL.

The LavD Department of the University of Notre Dame has a course of instruction cover-
ing 3 years and embracing chiefly constitutional and international law, municipal law,
law of contracts, equity jurisprudence, criminal law, evidence, pleading, and practice. —
(Catalogue.)

The Law Department of Indiana University, as before mentioned, has been "suspended
until further notice." — (Catalogue, 1877.)

MEDICAL.

The Medical College of Evansville had an attendance of 40 students in 1877, of whom 3
had received degrees in letters or science. The plan of instruction requires the attend-
ance of the student through two annual sessions and 3 years of study under the direc-
tion of some regular physician.

The Indiana Medical College, at Indianapolis, had 82 students in 1877, of whom Shad
received degrees in letters or science. The return from this college ^ves 2 years as its
course of study ; but from the catalogue it appears that the requirements for grad-
uation are as great as in other colleges whose course is given as 3 years, namely, study-
ing medicine for 3 years under a competent preceptor and attendance upon two fall

*A anromer Achool f r iD<«trnct!oD in ('rawing vran held at tbo univenity by the inatrnctor in thia
department cliirinp iho vacation of 1877, and maoy teacbera in the pnbliu achoola arc undentood to
have availed tbemaelvea of ita advantagea.

INDIANA. 59

connes of medical lectnresy the last of which most have been in the institntion. —
(Betcms and printed report.)

The College of Physicians and Surgeons^ IndiananoliB, makes no ro]K)rt beyond that
pabUshed in the report of this Bureau for 1876, when return was made of 72 students
in a 2 years' coarse of study, 19 of whom had received a degree in letters or science.

SPECIAL INSTRUCTION.

INDIANA INSTITUTION FOR EDUCATINa THE DEAP AND DUMB.

A return of the statistics of this institution for 1877 shows an attendance of 363,
making 1,158 who have received instruction since the foundation of the institution.
The conrse of study comprises primary and higher departments, the former covering
7 years, the latter 3. The instruction in work is considered second in imx>ortance only
to the intellectual and moral culture of the pupils. Two hours each day are given to
labor and 5 to literary studies. — (Printed report, 1876.)

INDIANA INSTITUTE FOR THE EDUCATION OF THE BLIND, INDIANAPOLIS.

This institution, since its foundation in 1847, has had 572 pupils under instmction.
In 1877 there were 110 attending, who were instructed in the common English brauches
and music, both vocal and instiiimental ; also in the employments of broom making,
ehair seating, sewing, and fancy work. It is estimated that there are about 250 blind
children of school age in the State, and that more than half of them are growing up in
ignorance through lack of sufficient public interest in their welfare to see that they are
placed in the school provided for them by the State. — (Return and report, 1877.)

INDIANA HOUSE OF REFUGE, PLAINFIELD.

This reformatory school had in November, 1877, a total of 339 inmates under training,
an increase of 14 over the preceding year. The boys are classified into 9 school grades,
tanght by 3 competent teachers, and each boy is required to attend a session of school
daily. It is proposed to grade the school anew, forming 8 grades only, under 4 instruct-
on, securing 3 hours of schooling each day. In the intervals of school the boys are
employed in chair caniug, tailoring, shoemaking, farm and garden work, and such
other occupations as will make them useful and train them to habits of industry and
capacity for self support. — (Report for 1877.)

EDUCATIONAL CONVENTIONS.

STATE ASSOCIATION.

The twenty-fourth annual meeting of the Indiana State Teachers' Association was
held December 26, 27, and 28, 1877. The address of welcojje was made by Mr. W. A.
Bell, president of the Indianapolis school board. His remarks were responded to by
Mr. W. H. Wiley, the retiring president, who then introduced his successor. Rev. J. EL
Martin, of Franklin. He took for his topic " Moral culture in the school room," and
said he would have all science, whether physical, moral, or intellectual, taught in most
intimate connection with the Bible.

A paper was read on "Science in elementary schools" by A. W. Brayton, superin-
tendent of the department of natural science in the Indianapolis schools, and Joseph
Moore, president of Earlham College, followed with remarlu on the same subject. B.
C. Burt, of the Indiana State Normal School, read a paper entitled "Enthusiasm for
English," which, by vote of the association, was ordered to be printed in the Indiana
School Journal. Resident Tuttle, of Wabash College, opened the discussion, stating
his approval of the arguments used in favor of better and more thorough appreciation
and study of English literature. Temple H. Dunn, of Fort Wayne, presented a paper
entitled " How to deal with slow pupils in graded schools," which was discussed by Mr.
R. G. Boone, of Frankfort, and Mr. H. B. Jacobs, of New Albany. Superintendent M.
Seiler, of Auburn, read a paper entitled " Educate a boy and he won^t work." He said
many boys become idle not because they are educated, but rather because they know so
little as to be incompetent for the higher kinds of employment, and that the ciure for
idleness is to make the public schools more efficient. President W. T. Stott, of Frank-
lin College, Hon. J. H. Smart, and President White, of Purdue University, discussed
this paper. Mr. Snmrt thought it possible to educate a man so that he will not work;
hnt if the dignity of honest labor be taught he will work. President White said "tho
history of civilization refutes the assertiou that education unfits a boy for manual labor.
The most industrious ][>eople in every nation are the educated. Our system may be im-
perfect, but, with all its defects, it is having a beneficial efiect. • • • Euucate a
people and they will work with their hands and their brains."

In the evening Dr. George A. Chase, of Louisville, delivered the annual address of
the association, on "The public school teacher." He said that what the system
needs most is the educated, well equipped teacher, who thoroughly knows the subjects

GO BEPORT OF THE C0MMI6SI0NEB OF EDUCATION.

ho treats of; that he shonld havo self control, sound bodily health, tako inyigorat*
ing exercise iu the sun and air, and sleep at proper times, to keep himself in tlie best
condition for his work.

The other papers and addresses presented were: "How to economize time in un-
graded schools," by T. D. Tharp, superintendent of school Graut County ; "Grube's
method in numbers," by a teacher in one of the Indianapolis schools. Miss Kuth Mor-
ris, which, with the illustrations offered, seems to have awakened much enthusiasm;
"The relatiou of public libraries to the schools," by Mrs. Sarah A. Oren, of Purdue
University; " Tomperance," by Mrs. Governor Wallace; "Dr. Arnold of Rugby as
an educator," by Dr. Kogers, of Asbury University ; "Horace Mann as an educator,"
by Prof. A. K. Benton, UL. D., of Butler University ; and "The Russian system of in-
dustrial art education as applied at the Massachusetts Institute of Technology," by
Dr. J. D. Runklo, president of that institute.

The editor of the School Journal says : " The meeting was among the best that have
occurred. The attendance was quite large, reaching S4, and there was not a failure
on the programme. The only absent person appointed to duty sent in his paper, and
it was reaS. The programme was an improvement upon former ones in that it was
not so much crowded. There is, however, nearly a unanimous sentiment in the asso-
ciation in favor of limiting the time occupied by each paper to 30 minutes or less." —
(Indiana School Journal, February, 1878.)

MEETING OF COUKTY SUPERINTENDENTS.

The annual meeting of county superintendents, held in Indianapolis, June 26, ^, 1877,
was the largest, with one exception, ever held in the State, 57 counties being repre-
sented. Among the subjects before the meeting were : " The best mode of correcting
mistakes when observed by superintendents," "The kind of work to be done in town-
ship institutes and the objects to be gained," "The county superintendent in the
township institute," "The province of the county board of education," "How to
conduct examiuations," and "How to conduct teachers' institutes."

Among the resolutions adopted were the following: "That the pay of teachers
should be in proportion to their qualiiications and the size and requirements of the
school;" "that county boards should adopt a course of study and rules for the regu-
lation of the district schools of the county; " and " that country districts should have
at least six months of school each year." — (Indiana School Journal.)

COLLEGE ASSOCIATION.

Twenty-four collegians, representing 9 of the collegers of the State, met on Thursday,
December 27, during the sessions of the State Teachers' Association. President Alex-
ander Martin, of Asbury University, jiresided. After a full interchange of opinion, it
was resolved at a second meeting to organize a separate association in connection with
the general association, the annual sessions to be held at the place and on the day
preceding the annual meeting of the last named association. — (Indiana School Joui^
ual, February, 1878.)

OBITUARY RECORD.

PROP. EDMUND OTIS HOVEY, D. D.

This gentleman^ Rose professor of chemistry and geology in Wabash College, Indiana,
died at his home m Crawfordsville, March (5, 1877. Bom at East Hanover, N.! H., July
15. 1801, he spent his boyhood on his fathers farm, and did not begin his studies fo»
college till he was 21. Entering the freshman class at Dartmouth in the spring
of 1825, he was graduated in 1828, and entered the theological seminary at Andover
in the autumn of that year. Completing its 3 years* course and graduated in 1831, bo
was sent by the American Home Missionary Society to preach iu the Wabash country,
Indiana, as an evangelist. In connection with four fellow missionaries in that re^on,
he aided in laying the foundations of Wabash College, in 1832-^33 ; became a^ent lor it
in 1834, securing its first president and $24,000 ; in the same year he was appointed pro-
fessor of rhetoric in it ; made |irofessor of chemistry, mineralo^, and geology, in 1836,
he thenceforward continued m connection with it till his death. For 2o years he
added to his labors as professor the treasurership of the college, did much for the im-
provement of its buildings and grounds, 'and industriously collected for it a cabinet,
which he made of great interest and value. In such useful labors the quiet evening of
his days was spent, and in 1869 came the degree of d. d. from Dartmouth to brighten
with its well earned honor the later life of him who had probably done more than any
other one man to establish and build up into permanence the college with which he
was connected. — (Origin and Growth of Wabash College, by President Tuttle; funeral
discourse by the same; Christian Union of April 4, 1877.)

PROF. JOHN O. HOPKINS, A. M.

On the morning of October 16, 1877, Professor Hopkins went buoyantly to tho hall
of Butler University, in which he held the chair of Greek, and while ia conversation

INDIANA. 61

wiUi the president began to complain of loss of sight, then of vertigo, and, sinking soon
into what appeared a fainting fit, gently and without any apparent death straggle
passed away. This sndden death, at the age of S8, was probably the result of heart
disease, from which his father, Hon. Milton 1$. Hopkins, late supedntendeut of pablio
iiistraction in Indiana, had suifered before him.

Under the training of this excellent father, Professor Hopkins early sought all avail-
able opportunities for the best mental and moral culture^ he studied at Ladoga Academy,
at Wabash College, at the Northwestern Christian University, and liually at the Ken-
tocky UniveiBity, where he was graduated with honor in June, 1871. Engaging at
oDce in the work of education, he became vice president of Howard College, Kokomo,
Ind., which his father had founded in the early portion of the year 1870 and from which
Ue had passed to the superintendency of public instruction in the spring of 1871. But
tJie carrying on of such an institution after its founder had forsaken it involved great
labor and responsibility, and in 1872 the offer of the chair of Greek in the Northwest-
em Christian University (now Butler University), at Irvington, Indiana, tempted the
young Aice president awav. Entering heartily into the work in liis new lield, he strove
to secure, alike in himseif and in his students, a thorough mastery of the beautifiil
language he was set to teach. He succeeded so well in the endeavor and made such
pn^ress in the live years of his professorship as to indicate that if his life had been
prolonged he would have made himself a considerable name in this line; but he died
almost on the threshold of the labors he had undertaken. — (Memorial notice by Prof.
A. R. Benton, in the Indiana School Journal for November, 1877, and letter from Pro-
fessor Benton.)

CIIAU^'CET BOSE, ESQ.

This gentleman, whose death, Augiust 13, 1877, is among the records of the year, was
emiocntly a friend of education. Among the educationafdonations made by him dur-
ine bis lifetime were $8^000 to the Indiana State Normal School, for its library ; $60,000
to Wabash University, for the endowment of 2 professorships ; and $4C0,000, to establish
and endow the Rose Polytechnic Institute at Terre Haute, his i)lace of residence. His
donations to benevolent causes were equally generous. But, while his gifts were
heralded in the newspapers and noised abroad by men, his whole life was, in its quiet
modesty, an exemplification of the rule *^ Let not thy left hand know what thy right
hand doeth." By the terms of his will, the Rose Polytechnic Institute, the name of
which was given it by others and not by himself, is his residuary legatee, and it is
hoped will receive a considerable addition to the large endowment mentioned. — (Indi-
ana School Journal, September, 1877.)

CHIEF STATE SCHOOL OFFICERS.

Hod. Jamu n. Sxabt, State tuperinUrUUnt ofpubUe initruction, JfuttanopoUf.

(Second term, 1877-*879.]

8TATB BOARD OF IDUCATIOV.

[Term, membership in the State board lasts during contiooanoe In office.]

Members.

His Excelleocy Jamr a D. WUliama, gpxtTnor

Bon. James U. Smart, State saperintcndent of pnblio instmction

Ber. Lcmae! Mosn, D. D., president of the State UDivrmity

BoD.£iDrr8on E. White, LL. D., prosident rf Purdao University

William A. Jocea, president of ihe State Normal Scbr>ol

Hon. Horace S. Tarbell, sapeiiotendent of lodlannpolia pnblio achooli.

ivha M. BloM, aaperintendent of Evansville pnbliu aoboola

Dr. John S. Irwin, soporintendent of Fort Wayne pnblio aohoola

PostH>fflce.

Indianapolis.
Indlanapulia.
Uloominston.
Lnfuyctte.
Torro Ilaotei
IndianapoUa.
EvanHville.
Fort Waynei

REPORT OF THE COMMISSIONER OF EDUCATION.

IOWA.

STATISTICAL SUMMARY.

POPULATION AND ATTENDANCE.

Yonth of school age (5-21) . ..

Enrolled in public schools

Avera^je attendance

Attendance in private schools

SCHOOL DISTRICTS AND SCHOOLS.

District townships

Independent districts

Subdistricts

Ungraded schools

Graded schools

Average time of school in days

Private schools

Public school-houses

Value of these

Value of apparatus

Volumes in school libraries

TEACHERS AND THEIR PAY.

Number of male teachers

Number of iVmale teachers

Average monthly pay of men . . .
Average monthly pay of women .
Teachers in private schools

INCOME AND EXPENDITURE.

Whole income for public schools

Whole expenditure for public schools

EXPENDITURE PER CAPITA —

Of school population.
Of enrolment

Of average attendance.

1875-76.

553,920

398,825

229, 315

12,856

1,099

2,933

7,017

9,454

405

136.40

126

9,908

89, 375, 833

140, 892

17, 122

6,830

12,222

a$37 37

28 09

463

$5, 387, 524

4, 288, 582

1876-Vr.

567,859

421,163

251,372

12,383

1,086

3,138

7, 015

9,948

476

145. 40

127

10,296

, 044, 973

159, 216

17,329

7,348
12, 518
$34 88

28 69
471

$5, 349, 029
5, 197, 426

$7 90

10 e7

17 87

Increase.

13,939
22,338
22,057

205

494

388

818, :«4

207

518
296

80 60

8906,844

Decrease.

473
13

8330,860

82 49

838,495

a Incorrectly retonied last j ear as $47.87.

(From printed report of Hon. C. W. von Coelln for the years 1875-76 and 1876-T7
and returns to Bureau of Education for the same years. The items of income and
expenditure are £rom the latter.)

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

For supervision of all county superintendents and of all the common schools of the
State, there is a State superintendent of public instniciiony chosen by the people every
two years.

For government of the State university, and thus exerting some influence on second-
ary and superior instruction generally, there is a board of regents chosen by the legis-
lature, composed of the governor. State superintendent, and president of the State
university, ex officiis, with one person from each congressional district.

IOWA. 63

LOCAL.

For Bax>6rvi8ion of public schools in counties, county auperintendetita of pvblic inatruc'
dony elected every two years.* Women are eligible to all school offices.

For the care of schools in townships, which are the ideal school districts, a hoard of
itnetorty of at least 3 members, elected annually for the township if undivided into
sabdistricts; if divided into these, composed of a subdirector &om each subdistrict,
with one for the township at largo in case there are only two.

For independent districts, composed of towns with 300 to 500 inhabitants, boards of
directors of 3 members ; with 500 or more, of G members. Each board of directors
elects a president of its own number, with a secretary and a treasurer, who may be of
^t number in the smaller independent districts. — (School law, 1876.)

ELEMENTARY INSTRUCTION.

GENERAL CONDITION.

Superintendent von Coelln, at the beginning of his report, expresses the opinion that
there is reason for encouragement as to the general condition ot the school system, and
VI examination of the reports of county superintendents to him shows much ground for
that opinion.

The number of good school-houses furnished with patent desks, and sometimes with
pleasantly ornamented grounds, appears to be steadily increasing. A superintendent
of one of the average counties writes: ^'Many of the school-houses are ornaments to
the neighborhoods in which they are situated; trees and shrubbery are planted and the
entire surroundings made attractive. Six new houses have been erected during the
year, all comfortable and convenient.'' Though notices of this kind are not invariable^
they are frequent in the reports.

Normal institutes for the improvement of the teachers seem to have been very gen-
erally held and numerously attended. In a considerable number of cases the effects of
these upon the teachers are spoken of with great enthusiasm, and these effects are
pretty sure to be increased by a course of study now marked out for all the institutes.
In several counties voluntary associations of teachers have been formed for discussion
of studies, methods of discipline and management, and these associations^ holding
meetings additional to the institutes, have aided the good work which the institutes
have coounenced. In Keokuk County, such meetings were hold monthly in nearly
every township, and in this and in at least three ouier counties library associations
grew oot of the meetings of the teachers, the need of larger and more varied reading
appearing and being realized as various school questions were discussed.

THE TEXT BOOK QUESTION.

The subject of the heavy cost of text books, in connection with the frequent change
of them, is discussed by the superintendent in the light of the experience of other
States, and his opinion is given against the adoption of a system of State uniformity.
He says that there should be unitormity of books in the same school, and, if possible,
in the township, and for this the law intends to provide ; but it fails to command
boards of directors to adopt a series of text books, and therefore changes* are made
by teachers and subdirectors to suit themselves. This, he thinks, should be remedied
b^ a provision of law requiring an authoritative adoption of text books by boards of
directors. It is agreed tnat the books should be furnished to the pupils at less cost
than they now are, and a law is favored similar to the Wisconsin law on this subject,
permitting the purchase of text books by townships, the books to bo loaned or other-
wise furnished to pupils under such conditions as may be prescribed by the school
anthorities. Scholars might be charged enough for the loan of books to reimburse the
district, and they might be made to pay for all wantonly destroyed. There are, how-
ever, certain chuses of scholars who absent themselves from school chiefly because
they are too poor to buy books or pay for the loan of them, and, if the masses are to
be educated, such childiren must be furnished books at the expense of the public. —
(Biennial report, 1876-77.)

COMPULSORY EDUCATION.

In discussing this question, the superintendent begins with the proposition that the
right of the State to tax a person for the education of other people's children implies
the right of the taxpayer to demand the education of those cuihiren. He thinks that
in compulsory laws a mistake has been made in not recognizingthe dififerenco between
compulsory education and compulsory attendance at school. The State not only has
the right, but it is its duty, to require a certain amount of intelligence in all the cbil-
drcQ who live within its borders. To accomplish this, it may be necessary to compel

^^^^^"^— ^— ■ ■ — - — — • "^ - 1 1 II —

*Ady eoonty with :t,000 or moro iohabitants, cboosiog to have a county high 8cho«>l. luay alM chooM
a DQord nf 6 troateea oif aaid aohool, one-third to t)e changed each year at the generMl eleoUon.— (School

REPORT OP THE COBiHISSIONER OP EDUCATION.

the att-endance at school, bnt this should bo done only when it is clear that the edn-
cation of the child is neglected at homo, and then only long enough to secure that
limited knowledge which the Stato has a right to demand, inclumng, tho saperin-
tendent thinks, scarcely anything except reading, writing, and the fundamental rules
of arithmetic. He believes that nearly all the children oi this State between the ages
of 8 and 16 living in the rural districts attend school some portion of tho year, and
that, therefore, no ui^ent necessity exists for a compulsory law. In towns and cities
there is a class of childi'cn who are growing up wholly without x^roper training; but
for these he would have reformatory or industrial schools ostablished. — (Iiei>ort,
1875-77.)

IMMATURITY OF TEACHERS.

8ui>erintendent Von Coelln says that it has been customary to employ girls of 14
and 15 and boys of about tho same age to teach schools, and that this has been done
more particuhirly by subdirectors in engaging relatives; ho therefore issued instruc-
tions to county superintendents, partly at their request, forbidding the ^n^nting of
certiUcates to young women of less than 17 and to young men of less than 19 years of
age. He suggests that the legislature enforce this rule by enactment, advancing thp
age one year, making it 18 and 20, and prohibiting subdirectors from employing rela-
tives by blood or marriage to the third degree. — (Biennial report, 1875-77.)

KINDERGARTEN TRAINING.

One Kindergarten only, situated at Cedar Rapids, reports itself for 1877, having a

Srincipal, assistant principal, and three other teachers, with 40 children in attendance,
to 8 years old, who are kept under instruction 3 hours of each school day for 40 weeks
in the year. The children are trained in tho use of Frtibers gifts and the practice of his
occupations, with calisthenics and games as taught by Mrs. Kraus-BoDlte, their exer-
ciser being aided and regulated by the music of a piano.

CITY SCHOOL SYSTEMS.

OFFICERS.

By law, cities and towns containing not less than 300 inhabitants may, with the con-
sent of the district townships with which they have been connected, be constituted
independent school districts. These elect boanls of 3 directors, when their x>opnlati(Hi
is under COO ; boards of G, when the population is COO or more. Each boanl of directora
chooses a president of its own number, and a secretary and treasurer, who may be of
that number in the smaller boards, but not in the larger ones. In cities a superintend-
ent often becomes the executive officer of the board. — (School laws, 1876.)

STATISTICS.

City.

BnrliDgton

Darenport

Dnbaqae

Keokuk

Ottnmwa

Weat Des HolDes

Prpalation
(eatimated).

Children
of 8choul
age, 5-21.

Enrol-
ment.

Average
attend-
ance.

Teach-
ers.

88,000
30,000

5,C63

a3.356
4.710
3,879

{>2,500
1.490

cl.955

2,003
a, i4«!l
2.4e«
2.100
972
1.399

71
94
72
52
26
36

25,000
15, 000
10,500
14.000

0,317
5,73-2
2,409
3.502

Expend-
iture.

$7^536
7l.9fl0
44, 4M
3.\3«
25. OS
49,183

a Beeidea 1,000 in private and rbnrch nchoola. b Beiddcs 500 in private and chaich achoola.

e Beaidea 400 in private and church aeboola.

ADDITIONAL PARTICULARS.

Burlington rex>ort8 10 school buildings, with 61 school and 12 recitation rooms ; a high
school, city normal school, apparently 3 evening schools, and 25 private or parochial
schools ; but makes no specific designation of the number of teachers xind pupils in
these, except the last.

Davenport returns 11 school buildings, with 70 rooms, 19 of them for recitation in
German ; high school or schools, city normal school, and 2 evening schools, the hieh
school enrolment being 248 ; that of the normal school, 22 ; that in the evening schools,
236. Special teachers of drawing, penmanship, and German are employed. There is
no note of private or parochial schools.

DubyqiWf in a printed report, indicates the existence of 8 graded and 2 nngraded
schools, the grading of the former extending up through 16 primary, secondary, and
grammar school classes to a high school, which lias a business course of 2 years, with
classical and Latin scientific courses of 4 years each. Enrolment in high school, 142.
Of the 72 teachers employed by the board, 3 are special teachers of (^rman and 56
were educated in the pubbc Bcbools of the city.

IOWA. 65

Kfoltitc makes written retnm of 2.500 sittings for study, with indication of the exist-
ence of primary, grammar, and high school grades, and of the employment of special
teachers of penmanship and vocal mnsic, but does not designate the number of school
buildings and school rooms or the enrolment in the varions departments.

Ottutmva, in a printed report, shows 3 school buildings, witii apparently 22 rooms,
tbe schools divided into 8 grades below the high school, in which last the course is of
4 years and the enrolment 62 for the year.

We^t De9 Moines reports 4 school buildings, with 38 rooms^ of a seating capacity of
2,150 J primary, grammar, and high school grades; 146 pupils iu the high school. A
certiiicate given by the State superintendent and two other members of an examining
committee attesting the thorough training afforded in the high school is mentioned.

TRAINING OF TEACHERS.

NORMAL SCHOOLS.

Towa State Xomuil Schoolf at Cedar Falls, presents in its first annual catalogue for
1876-*77 three courses of study : (1) an elementary course of 2 years for such as ])ropose
to teach in any of the schools below the high school ; (2) a didactic course of 3 years,
meant to prepare for high school teaching; (3) a scientific course of 4 years, qualify-
ing for any position in connection with the schools. Thus far, students seem to have
entered for only the lowest of these three courses, the catalogue showing 155 in its two
classes, 105 of them young ladies.^ The number of resident instructors is 4, besides
the principal. Drawing and both vocal and instrumental music are taught, the two
ibmier witnout charge, as a portion of the course in which tuition is free ; the last at a
charge of $12 for twenty lessons on the piano and organ.

Etutern Iowa Normal School, Grand view, not under State control, has ^1) an ele-
mentary normal course, which, its catalogue for 1870-77 says, " persons having a good
knowledge of the common branches and a few of the higher will be able to complete
in one year;" and (2) an ** advanced" normal course, supplementary to the former, the
time required for wnich is not distinctly given, but seems to extend to two years.
There are also scientific and business courses, with a department of music. Resident
iuMtrvictors, 5 ; non-resident, 6 ; normal students, 120, equally divided in respect to.
Rex; other stndents, 30. Here, too, drawing and music are taught, and. according to a
letom to the Bureao of Education, there is a chemical laboratory witn apparatus for
iilnstrating physics.

In the report of the Stat-e superintendent appear two other institutions, the Southern
Iowa yormal and SeieHUfic Iwititute, Bloomfield, Davis County, and Troy Normal and
CUmical Jnst'UiUe, Troy, in the same county. The former reported to the State super-
intendent 6 instructors and 200 pupils, without classification of the normal students.
The latter made no report.

(^'li^ normal Bchools, as before S"Cated, appear in connection "^ith the city school sys-
tems of Burlington and Davenport, the latter having 22 pupils.

OTHER NORMAL TRAINING.

A. chair of didaeticSf in connection with the State University at Iowa City, is meant
to prepare for advanced schools those senior students who intend to become teachers,
and also snjch special students as may be qualified to be classed with them. The
somber under instruction in 1876-77 was 22 ; graduates, 4, all engaged in teaching, —
(Betom to Bureau of Education.)

Xormal or teachers* courseSj generally of 2 to 4 years each, are announced in the cata-
logues of Algona College, Algona ; Amity College, College Springs ; Cornell College,
Mount Veimon ; Iowa Wosleyan University, Mount Pleasant ; Oskaloosa College, Oska-
loosa; Penn College, at the same place; Parsons College, Fairfield; Tabor College,
Tabor, and Upper Iowa University, Fayette. Whittier College, Salem, sends return
of one, with 4 instructors and 34 nonnal students. Iowa College, Grinnell, proposes
also to establish such a course, and with a view to this is endeavoring to secure the
oidowment of a professorship of the theory and practice of teaching.

Normal institutcSf which are substantially short training schools for teachers and
8nch as desire to teach, are required by law to be held annuallv in each county by the
pounty sux>erintendent, with such aid as may be necessary. Tlfie State superintendent
attends as many of these institutes as due attention to his other duties will permit,
and aMsists in the instruction and management of them. The expense of the institutes
w defi^yed by a fee of $1 on every teacher's certificate issued and a registration fee of
$1 from each person attending, with such additional sum as may be appropriated by
the board of supervisors in the county in which the institute is held.* The sessions

' A later rotnm to tbe Dareaa of Education gives the namber of normal stadents as 139 ; other stu-
««»». 15. This is probably for the fall term.

'By th« older law, apparently not repealed in this respect, (."VO from tbe State treaanry are also avail-
Mf> for gpch ioHtitiitea wherever the county snporlntcndont can givo reasonable assurance that not
mm than 90 teaebTs desire to assemble for iastitute instruction.— (Code of 1873.)

5£

66 REPORT OF THE COMMISSIONER OF EDUCATION.

arc £roin one to six weeks. An excellent coarse of instmction for them is given in the
State report.

In 1875-76 there were 98 such institutes ; 1876-77, one more. Attendance on the
former, 9,548 j on the latter, 11,929. — (Appendix to report.)

NEW EDUCATIONAL JOURNAL.

Partly " to show what should he taught in the schools, how it should be taught, and
how the school may be made so interesting that even the dullest boy or girlmay be
stirred to higher aims," a new school journal, called the Iowa Normal Monthly, was
started by W. J. Shoup & Co., of Dubuque, August, 1877, and has since continued
to fill efficiently the place vacated at the close of 1876 by The Common School. The new
paper, which has been adopted by the State superintendent as his mediiun of official
publication, contains much important matter from his pen.

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

The number of public graded schools in 1876 was 405 ; in 1877 it was 476. In 89 of
these schools some foreign language is taught, viz, German in 45, Latin in 70, Greek
in 11, and French in 3, but the number of pupils engaged in such studies is not given.^

A course of study for these graded schools and others that may adopt a graded
system has been prepared by a committee of the association of principals and city
superintendents, and is given in Superintendent von Coelln's. report. It provides for
a tour years* high school course beyond the eight yeors of primary and grammar
school, and includes Latin and German, with mathematics, natural sciences, English
grammar and analysis, American and English literature, composition and rhetoric,
general history, civil government, and mental philosophy. It admits of separation
into two courses, English and preparatory, and the effort has been to have each year
complete within itself, thus making it possible for any board to adopt one, two, or
more years for its high school course, it being thought that most cannot Judiciously
undeiliake more than three years and that many should limit their course to two. A
4 years* course is recommended only for cities having more than 6,000 inhabitants. —
(Report for 1876 and 1877. )

The superintendent of Guthrie County reports a. county high school, with .^ pupils
enrolled and an average attendance of 51. In the cities of Davenport, Dubuque,
Ottumwa, and West D<is Moines the high school enrolment reported aggre<jated 598.
Burlington and Keokuk had hi^h schools, but did not report the enrolment u\ them.

For lull statistics of these cities, see Table II of the appendix, and its summary in
the Commissioner's Report preceding.

OTHER SECONDARY SCHOOLS.

Selecting from a list of "academies and other private schools" given by Superin-
tendent von Coelln 60 whose statistics and titles seem to indicate some sort of aca-
demic character, we find in them a report of 23Ii teachers, with 5,171 pupils, but no
classification of these either as to the studies engaged in or the extent to which they
are pursued.

For detailed statistics of business colleges, private academic schools, preparatory
schools, and preparatory departments, see Tables IV, VI, VII, IX, and for summaries
of these the Commissioner's Report preceding.

SUPERIOR INSTRUCTION.

COLLEGES.

Eighteen universities and colleges report statistics for 1877, either by special i^tum
or printed catalogue. All except one admit both sexes.

I or statistics of colleges and universities, see Table IX of the appendix, and a sum-
mary of this in the Commissioner's Report preceding.

The State University provides instruction in collegiate, legal, medical, and civil engi-
neering departments. Its 6 years of academic study allow 2 for a preparatory course and
4 for the 3 separate collegiate courses, namely, classical, scientific, and philosophicaL
These embrace instruction in English language and literature; ancient and modern
languages; mathematics; astronomy; physical, natural, political, and moral science,
and didactics. The degrees conferred on completion of th^ academic courses are a. b.
and PH. B.

Fenn College, Oskaloosa, in charge of Friends, report* collegiate, preparatory, normal,
and commercial departments ; the first with classical and scientific courses, each of
four years.

^lu aoothor year, however, stntistics which have been in course of collection will be available.

10 WA, 67

Central rnirn'«i/r/, Pella (Baptist), has preparatory, musical, and collegiate depart-
meuts; the last with classical and scieutitic courses, each coveriug 4 years.

The courses of iustructiou iu the reiuaiuiug colleges ax^l^ear to be the same as reported
in le^e. '

COUJSOES FOR WOMEN.

Besides the facilities afforded women for higher instmction in colleges open to both
sexes, the InDnaculate Conception Academy, at Daveuiiort, which luvs a collegiate
charter, is exclusively devoted to the education of women in the higher branches.
Music, drawing, x)aiuting, French, and Gcnuau are taught: there are apparatus for the
ilIa<«tnition of chemistry and x>hysic8, a cabinet of natural history, a gymnasium, and
a library' of 1,100 volumes. — (Keturu.)

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

[For statialics of scientific and profoaalonal schools, mc Tables X-Xm In the appendix, and samma-

ries of these in the CommiMiooer's Iteport preceding.]

SCIEXTIFia

The AgrieHltnral College of loica provides courses of instruction in agriculture,
mechanical engineering, civil en^neering, general science for women, and normal
training, besides a uuml>er of special courses made up from the foregoing.

The Department of Civil Engineering in the State University provides five years of in-
struction iu this and related branches. One of the years is preparatory ; the others
are colle^ate ; and students, upon completing the course satislactorily, receive the
degree ol c. E.

THEOLOGICAL.

Grimcold College (Protestant Episcopal), lately reopened, has a department of theol-
ogk', with a course of instruction covering 3 years. The branches to receive special
attention are systematic divinity, apologetics, biblical exegesis, ecclesiastical history,
church polity, pastoral theology and homiletics, liturgies, and canon law.

The German Theol4>gical School of tlie Presbyterian Church of the Northwest , at Dubuque,
Bends a return from which it appears that 3 professors and instructors were engaged
in the schooL The number of students is not given, nor is the extent of the course of
study.

{jtrman CollegCy connected with the Iowa Weslc^an University and designed to be
the theological institution of the German Methodists in the valley of the Mississippi,
has a theological course of 3 years, in which 3 students were engaged during the year
h7^77 _ ( Catalogue. )

The Bible Department of Oskaloosa College (Disciples) reports for 1877 an attendance
of 15 pupils, taught by 2 instructors. The course of study covers 3 years.

C'c«/rol Oiirer«i^^ (Baptist) and Simpson Centenary CoZ/<:/ire (Methodist Episcopal) have
cUdses iu theology for the benefit of those who cannot take a full course.

LEGAL.

The Law Department of Iowa State University reports an attendance of 113 students,
of whom 25 had received degrees in letters or science. The course of instruction
covers one or two years, at the option of the student. It is inteuded to embrace
all branches of a complete legal education, so far as is ]^ra<;ticable within the time
allottetl, and to prepare students for the bar of any State' m the Union, special atten-
tion, however, being given to the subjects most likely to be useful in western practice.

The Iowa College of Law, a department of Simpson Centenary College, had 20
rtadents in 1877, of whom 6 had received degrees in letters or science. The course of
instruction embraces the whole field of elementary law found in Blackstone, KeuA,
and Walker, and is so arranged as to be completed in one year, beginning in Septem-
ber and endi^ in June. — (Ketum and catalogue, 1877.)

The lotca Tfesleyan University provides what appears from the range of subjects em-
braced to be a fair course of instruction in law, but the number of years in the course
is not given. There were 8 students during the year 1876-77. — (Catalogue.)

MEDICAL.

The Medical Department of the State University and the College of Physicians and Sur-
gtom, at Keokuk, report an attendance respectively of 85 and 230 students in 1877.
Total attendance, 315; number of graduates in 1877, 128; resident and non-resident
instmctore and lecturers, 19. The 3 years' course of medical instruction reported in
the State university comprises two full courses of lectures; but, in order to receive
the degree of M. D., students must have been engaged in the study of medicine under
sfime reputable practitioner 3 years, including the 2 devoted to the course of lectures.
The College of Physicians and Surgeons makes the same requirements, but allows 4
years of reputable and regular practice of medicine to be accepted as an equivalent
lor ouo of the courses of lectures. — (Keturus and catalogues.)

68 REPORT OF THE COMMISSIONER OF EDUCATIOy.

SPECIAL INSTRUCTION.

STATE INSTITUTIONS.

From the State report for 1875-76 and 1876-77 we take the following statistics of
the several special schools under State control as reported for 1877 :

State College for the Blind j at Vinton, 1*2 instructors and 102 xnipils; State Institution
for Deaf and Dnmhy Council Bluffs, 12 instnictors and 153 i)upils; State Reform, School
(for boys), Eldora, 3 instructore and 188 pupils; State Bcform School for Girhy Salem,
5 instructors and 50 pupils; State Soldiers' Orphans^ J?a»ie, Davenport, 3 instructors and
180 pupils; State Asylum for Feeble-Minded Children — an addition to the other State
schools dating from September, 1875 — 3 instructors and 85 pupils.

The ordinary branches of an elementary English education are taught in all these
schools, as indicated by retui-ns from tl^em, with such industrial occupations as will
promote j^ood health and aid in future self support; while to the blind a knowledge of
muBic is imparted and to the deaf-mutes some training in drawing, with a view to the
same end. In the State Asylum for Feeble-Minded Children the pleasant methods of
the Kindergarten system are used to some extent to arouse the dormant intellect and
awaken interest in the studies pursued.

EDUCATIONAL CONVENTIONS.

STATE ASSOCIATION.

The twenty-second annual meeting of the State Teachers' Association was held at
Cedar Rapids, December 26, 27, 28, 1877.

After the address of welcome by Mr. Hormel and Superintendent von Coelln's re-
sponse to it, the president of the association, Miss P. W. Sudlow, delivered her inau-
gural address, in which she ably discussed various topics of interest to educators, viz,
Kindergarten instruction, industrial education, the increasing defect of vision in school
children and in the educated classes generally, and women as educators. Following
this were various addresses and papere; among them ** Normal schools, their courses
of study and degrees," "Political science," **The metric system," *' Denominational
schools," "Moral training in public schools^" "Nonnal institutes," "Secondary educa-
tion and preparation for college," "The inductive philosophy in its application to
theology," "The prominence that should be given to the English language in the public
schools," and "The education of women," the last two being by Hon. J. L. Pickard,
of Chicago.

The foflowing, atnong other resolutions, were passed: One in favor of teaching social
and x^olitical science in the x)ublic schools and one favoring instruction in the princi-
ples of morals as well as in scholarship.

The paper on "Secondary education and preparation for college," by Prof. N. C.
Campbell, sets forth that the educational field is occupied by two distinct systems,
based on widely, differing theories, the college system and thn public school system :
and that our educational scheme can never ix;ach its full usefulness and success nntil
these two features are harmonized and work in mutual helpfulness ; that as matters
now stand the high school gi'aduate is unfitted to enter college, knowing too little Latin
and Greek, however much of everything else. The public school course, it is stated, is
judiciously selected and arranged to produce symmetrical mental development and
practical knowledge; hence it would seem that the college should adjust its course
somewhat to that of the schools ; but, as the one system can scarcely be expected to
come the whole way to meet the other, a fair compromise should be made by the high
school taking some of the natural sciences, literature, and history from the colleges,
and teaching a little more Latin, with one year of Greek. — (Iowa Normal Monthly.)

CHIEF STATE SCHOOL OFFICER.
Hon. C. W. VOM COELLN, St2te superintendent qfpubUe instruction, Des Uoines,

KANSAS.

«9

KANSAS.

STATISTICAL SUMMARY.

POPXJLATION AND ATTEXDANCE.

Yonth of school age (5-21).
Enrolled iu public schools..
Average daily attendance . .

SCHOOL DISTRICTS AND SCHOOLS.

School districts in the State

Reports from districts

School-houses for public schools

Graded schools with course of study.

Average term of school in days

Papils in private elementary schools.
Teachers in such schools

TEACHERS AND THEIR PAT.

Teachers in public schools, men

Teachers in public schools, women

Whole number

Average monthly pay of men

Average monthly pay of women

INXOME AXD EXPENDITURE.

Whole receipts for public schools

Whole expenditure for public schools

EXPENDITURE PER CAPITA —

Of school population. . ,

Of enrolment

Of average attendance.

STATE SCHOOL FLTO).

Available school fund

Fund, including part not now avail-
able.

STATE SCHOOL PROPERTY.

Value of sites, buildings, libraries, and
apparatus.

1875-76.

212,977
147,224

89,896

4,658

4, 442

3,881

556

10:}.5

3,525
202

2,402
3,;i74
5,576
$33 66
27 03

$1, 244, 688
1, 198, 437

$5 69

8 28

13 56

|2, 262, 559
10, 482, 991

$4, 600, 259

1876-77.

232,861
157, 919
118, 612

4,875

4,536

a4,008

Increase.

108
4,476

2,772

3,279

6,051

$33 19

29 82

$1,570,755
1, 328, 376

$5 70

8 41

11 19

6$2, 036, 000
10, 000, 000

19,884
10,695
28, 716

217

127

4.5
951

370
105
475

$2 79

$326,067
129,939

$0 01
13

Decrease.

$4, 337, 654

$2 37

$226,559
482, 991

$262,605

. aTbe namber of achool-bonaes for 18T7 iB derived, at second hand, from the office of the State saper-
i&tendenl

bOf thU amonnt, $1,330,737.98 are deposited in tbo State treasary; the balaoce la the (eatimated)
lOKKt&t unpaid on acbool lands already sold.

(Returns from Hon. John Fraser and Hon. Allen B. Lcmmon, State superintendents
<^f public instruction, for the two years indicated, with printed report of the former for
1^5-76.)

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

^w general supervision of the educational interests of the State there is a State
**J^iMendent of public imtructioHf elected every two years.

REPORT OF THE COMMISSIONER OF EDUCATIOK.

For examination of teachers, with a view to the granting of State diplomas valid
throughout the State during the life of the holders, or State certiiicates valid for three
or hvc years, there is a State board of educatioHy consisting of the State 8ui)eriutcudeut,
the chancellor of the State university, the president of the State Agricultural College,
and the principals of the State normal schools at Emporia and Leavenworth.

For management and investment of the State school funds, including the university
fund, there is a hoard of commissUmers of the acJiool funds, composed of the State super-
intendent; secretary of state, and attorney general.

LOCAL.

For supervision of common schools in counties there is in each county a county svper-
intendent of public instructionj elected hy the people every second year. He must rex)ort
to the State superintendent each Octoher.

For examination of teachers in each county there are county hoards of examinerB,
composed of the county superintendent and two persons appointed by the county
commissioners.

For the care of schools in districts, into which counties are divided for local conven-
ience, there are district hoards, composed of a director, clerk, and treasurer, elected
hy the voters of the district for terms of three years, one of the three going out
annually in the order of election, to give opportunity for a change, if called for.
Graded school districts, composed of two or more ordinary districts, united for the
establishment of a graaed school, have a board of three officers with the same titles,
elected and changed in the same way.

For the care of schools in cities there are hoards of education^ composed, in cities of
more than 15,000 inhabitants, of three members for each ward, elected by the quali-
fied voters thereof; in cities of 2,000 to 15,000 inhabitants, of two members for each
ward. In each case, there is provision for an annual change of one member.

ELEMENTARY INSTRUCTION.

GENERAL CONDITION.

The figures of the statistical summary before given indicate an advance that is
exceedingly encouraging, the increase of 19,884 in the number of youth of school a^
being met by an increased enrolment fairly corresponding of 10,695 in the public
schools, and much more than overtaken by 28,716 additional daily attendance in those
schools, with 951 more in private or church schools. The valuation of the State school
fund and of the sites, buildings, and other property belonging to the schools has gone
down; but not more in projwrtion than that of almost ever>' other kind of j^roperty,
while the receipts and expenditures for maintenance of the school system have consid-
erably advanced, and that in the face of a financial pressure aftecting nearly every
kind of business. No report giving any further information respecting the pubUc
schools and their related institutions has been published for 1876-^77.

CITY SCHOOL SYSTEMS.

OFFICERS.

As stated previously, in cities of 2,000 to 15,000 inhabitants the general law calls
for boards of education, consisting of 2 members, elected by the people from each
ward for 2 years' terms; in cities of more than 15,000, of 3 urom each ward, elected
for terms of 3 years each. In both cases there is provision for a change of one member
each year in each ward. City superintendents of schools are the usual executive offi-
cers of the boards. — (School laws, 1877.)

STATISTICS.

Cities.

Population.

Children of
school age.

Enrolment

Average at-
tendance.

Teachers.

Expenditora.

Atcbison

ais,ooo

07,500

3.000
2,652

M,3S0
1,449

1,130
1,S10

93
30

$13,640

Lawrenco. ....... .

S5,815

oBatimated.

bin private and parochial achools aboat 300 more.
ADDITIONAL PARHCULARS.

Atchison. — No report of the city schools for 1876-77 having been published, the sta-
tistics above given contain all our information for that year, except that a return from
Superintendent Scott shows 5 school buildings, with 12 primarj', 6 crammar^ and 4
high school rooms used for both study and recitation, and 4 high school rooms for reel-

KANSAS. 71

tation only, the bnildiDgs, Tvith their sites, fomiture, and. apparatus, beinc estimated
at $64,100. The schools T^ere taoght for 180 days out of the 200 school days of the
year.

Lawrence, — The classification here is the now common one of primary, grammar, and
high schools, the course of the first covering 5 years, of the second 2, of the third 3.
There was a regrading at the he^nning of the school year 187t>-77, making the course
consist of wh(3e year grades, instead of partly half year ones, as formerly. -This
arrangement on the whole has worked more satisfactorily than the former one, and
allows of as many promotions as the other, although iiot of as frequent ones. The
high school has a course in English, modem languages, and sciences; also such course
iu the ancient languages as the board may from time to time prescribe. — (Report for
1676-77, with return trom Superintendent Boles.)

TRAIPNG OF TEACHERS.

NORMAL BCHOOLB.

It was mentioned in the Commissioner's Report for 1876 that, in consequence of the
failure of the legislature to make appropriations for the support of the three State
normal schools, the one at Concordia and that at Leavenworth had been closed for the
greater part of that year. A letter from the president of the normal school board at
Concordia informs us that the school remained closed at least through 1877, and the
absence of either report or return from the school at Leavenworth appears to indicate
that it also remains in the same condition. A circular, dated 1877, from the one at
Emporia, however, shows that the struggle for existence which it made in 187G has
been successful, and that it is to go on in its work under an arrangement which involves
dependence on the proceeds of the sale of lands and on tuition tees. A return for 1877
gives the number of instructors as 6, the numb(^r in normal classes as 139, of whom 80
Avere young women. There are two courses of study, an elementary common school
coarse and an advanced normal and scientific course. The printed circular gives 3
years for the lower course and 2 for the higher ; but the written return, of later date,
states that the former covers 2 years and the entire normal course 4, indicating a modi-
fication made in the autumn of 1877.

NORMAL DEPARTMKNT.

The catalogue of the University of Kansas for 1876-^77 states that as no appropria-
tion had been made by law for the support of the normal department for the two years
heginuing July 1, 1877, the regents had found it necessary to so change the course of
Btudy as to lessen the cost of instruction. The common school course which had been
tanght during 1876 and part of 1877 was therefore dropped, and arrangements made
for only a higher normal course of 3 years, to bo prepared for either in the preparatory
department of the university or in high schools accredited as preparatory schools, and
to be prosecuted afterward, as far as respects academic stuaies, in the regular uni-
versity classes ; as respects common English branches, under students ftt)m the upper
normal classes, directed and supervised by the principal of this department. Students
iu the normal department, 120 in 1876-^7 ; in the higher normal course at the opening
of ltf77-'78, only 12.

KORMAJL INSTITUTES.

To make up in some degree for the lack of normal schools and to bring the means
of special training for the various duties of a school within reach of all who either
were already teachers or might desire to be such, a law was passed in 1877 requiring
county superintendents to hold annually iu their respective counties a normal insti-
tute of not less than ten weeks' duration for these classes. The expenses of such insti-
tutes are to be defrayed from the fee of $1 paid by each candidate for a teacher's
certificate and a registration fee of $1 to be paid by each person attending the insti-
tutes, with whatever additional sum county conmiissioncrs might allow, this sum not
to exceed $100. Two or more counties with less than 3,000 inhabitants in each, with
the consent of the State superintendent, may unite in holding a normal institute under
certain prescribed conditions. An excellent course of study for these institutes has
been prepared and issued by State Superintendent Lemmon, and there are indica-
tions that they are being held throughout the State. A Kansas paper, in close com-
munication with the office of the superintendent, states that "during the months of
July and August, 1877, 60 were held, giving employment to over 200 teachers and
providing a first class school of methods to nearly 5,000 other teachers, at a total cost
of less than $16,000. For the support of these schools the State appropriated $2,800,
the counties in which they were held about $5,000, and the teachers paid the re-
Daalnder."

The same paper savs : "The most noticeable results of this system of establishing a
normal school m each county for a term of weeks each year are a gradual raising of
"^•standard of teachers, a development of now and progressive ideas, and a correc-

72 REPORT OF THE COMMISSIONER OP EDUCATION.

tion of abuses and' [bad] practices in schools, with a general awakening of tho people
to a sense of their duties and responsibilities in the matter of educating the ueuerations
that are soon to follow them.''

SECONDARY INSTRUCTION.

PUBUC HIGH SCHOOLS.

In the absence of a State report, official information respecting this class of schools
is wanting, except what comes through the catalogue of the State university. This
shows that the proposition made to tho hi^h schools of the State to adopt a uniform
3 years' course of study, with a view to linking themselves with the university and
having their graduates admitted to its freshman class, has been adopted thus far by
only 5 high schools. These are the schools at Atchison, Emporia^ Lawrence, Leaven-
worth, and Winchester. This arrangement implies that the high schools of these
cities adopt for themselves tlie following studies, in connection with the higher Eng-
lish : in Latin, three books of Ca?sar*s Commentaries and three of Virgil's w£neid; in
Greek, Harkness's First Book and three books of Xenophon's Anabasis. Students pre-
paring for a scientific course may substitute for the Greek an equivalent amount of study
in natural philosophy and French or German.

Besides the above mentioned high schools, there are others at Burlington, Hiawatha,
Manhattan, Salina, and Topeka, at least, with some 50 higher departments in graded
schools elsewhere ; but from none except the one at Lawrence, where there are 5
teachers, including the principal, are any statistics now available.

OTHER SECONDARY SCHOOLS.

For statistics of business colleges, private academic schools, and preparatory de{»art-
ments of colleges and universities, see Tables IV, VI, VII,. and IX of the appendix, and
the summaries of these in the Report of the Commissioner preceding.

SUPERIOR INSTRUCTION.

COLLEGES.

Returns for 1877 have been received from 8 universities and colleges of Kansas. For
full statistics, see Table IX of the appendix, and the summary of it in the Report of
the Commissioner preceding.

In the Kansas State Universitu, only 2 of the several departments contemplated have
as yet been organized, viz, that of science, literature, and the arts, and the normal
department. Ihe former comprises 6 courses of instruction, namely, 2 leading to
the degree of a. b. and 4 to that of B. s. A preparatory dcimrtmeut has been organized
to supply the existing need of suitable preparatory schools, but it is not to be a per-
manent feature of the university. Approved high schools are expected to do the
preparatoiy work in the near future.

A majority of the colleges in this State are open to both sexes. Five of the 6 which
report collegiate students have among the number 56 young women.

COLLEGES FOR WOMEN.

In addition to the provision made for the higher education of women in the colleges
just mentioned, one, the College of the Sisters of Bethany, at Topeka, is devoted exclu-
sively to this work. The college is chartered, and teacnes amon^ other branches mu-
sic, drawing, painting, French, and German. It has apparatus lor the illustration of
physics, a gymnasium, and a library of 703 volumes. — (Return.) The bishop of the
Protestant Episcopal diocese of Kansas is its president and gives it his i>er80ual super-
Tision.

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

SCIENTIFIC.

From the State Agricultural College, Manhattan, there is no information additional to
that contained in the report of the State superintendent for 1875-76, which showed
that instruction was given in farm work, botany, practical horticulture, chemistry,
and physics, elementary English and matliematics, higher mathematics, German and
French, industrial drawing, mechanical employments, printing, telegraphy, and instru-
mental music. The number of instructors for that year was 16; of students, 303.

The three scientific courses provided by the State University are in chemistrv, natural
history, and in civil and topographical engineering. The studies in the fresnman and
sophomore classes are the same as those of corresponding classes in the general scien-
tific course. During the remaining two years the studies are principally those which
bear more nearly upon the various divisions of scientific study pursued. — (State
report.)

KANSAS. 73

In Baker UMverniy, Hi^jhland Universityy and Lane Unitenity there are also scientific
courses. Total of students in these and in the scientific studies of the State univer-
fiity, according to returns firom them, 110.

SPECIAL INSTRUCTION.

KANSAS INSTITUnOX FOR THE EDUCATION OF THE DEAF AND DUMB, OLATHE.

This institution has instructed 178 pupils since its foundation in 1866, and had in
1876-T7 an attendance of 115, of whom 54 were males and 61 females. The elementary
branches of a common school education are taught, besides the employments of print-
ing, shoemaking, and tailoring. — (Return, 1877.)

KANSAS INSTITUTION FOR THE EDUCATION OF THE BLIND, WYANDOTTE.

Forty-two pupils were under instruction here in 1876-'77. The branches taught are

spelling, Boston type, New York point, music, grammar, elocution, American literature,

geology, United States history, geography, arithmetic, and algebra. The employments

are, for the boys, brush and broom making, and, for the girls, fancy work ana palm leaf

hat making. The plan has been recently adopted of paying the boys in the broom

shop for their labor, and its results have been excellent. Under it the manufacture of

brooms has been increased from 75 dozen to SOO dozen. By this plan, too, such boys

as have had to depend on charity for their clothing are nearly enabled to pay for it

themselves. Thus there is cultivated a spirit of independence, and business habits are

fostered, each boy keeping his own accounts with the shop* — (Return and printed re«

port, 1877.)

CHIEF STATE SCHOOL OFFICERS.

Hod. Allbn B. Lemmos, State superintendent qf public instruction, Tapeka,

[Term, 1877-1879.]
STATE BOARD OF EUUCATIOH.

(Term, that of the official tenure of members in their several offices ]

Members.

Post-offlee.

Hob. Allen B. Lemmoo, State soperintendent of pabllc instmctlon

ChanoeUor Jomea liarvin, D. d., of State University

Preddent John A.. Anderson, of State A sricnltarol College .

Principal Charles R. Pomeroj. d. d., of State Normal School

Topeka.
Lawrence.
Manhattan.
Emporia.

REPORT OF THE COMMISSIONER OF EDUCATION.

KEIWTUCKT.

STATISTICAL SIBIMARY.

POPULATION AND ATTENDANCE.

Youth of school age (6-20), white . . .
Youth of school age (6-16), colored . .

Whole nnmher of school age

Enrolled in public schools a

Colored enrolment a

Average attendance

Average attendance of colored youth

SCHOOL DISTRICTS AND SCHOOLS.

School districts not in cities (white) .

School districts (colored)

School-houses for colored pupils

Value of thcue

New school-houses built

Value of these

Number of private schools

Pupils in such schools

Number of academies

Number of colleges

TEACHERS AND THEIR PAY.

Number of male teachers

Number of female teachers ,

Niunber of colored males

Number of colored females

Average salary of males a month. . .
Average salary of females a month.

INCOME AND EXPENDITURE.

Whole income for public schools

Whole expenditure for public schools.

SCHOOL FUND AND SCHOOL PROPERTY.

Permanent school fund

Estimated value of all school property.

1875-76.

448, 142

CO, 602

498, 744

228,000

156,000

112

$21,000

700

75
25

4,020
1,610

$1,513,789
1, 491, 000

$1,600,000
1, 970, 000

1876-77.

459, 395
53,126

512, 521

208,500
19,107

125, 000
13,393

5,836

620

287

$83,402

$23,000

700

35,000

4,000

2,000

331

199

$40

$1,827,575
1, 130, 000

$1,600,000
2, 300, 000

Increase.

11,253

2,524

13,777

Dec

$2,000

390

$313, 786

$330,000

a The total ODTolmoDt for 1876-'77 is probably to be obtained by inclading the colored enrolmen
given eeparately, which voald leave a decrease of 393 on the (estimated) enrolment of the year 1

(From printed reports of Hon. Howard A. M. Henderson for 1875-76 and 1876-77,
written returns to Bureau of Education for the same school years. The financial t
meut is from the latter, the other statistics mainly Irom the former ; but, as tl
turns from several counties and many districts have been wanting for both yean
figures used by the superintendent are, in some cases, only the result of an effo
reach an estimate which may come near the truth. Some of the above statistics
published in the abstract portion of the Report of this Bureau for 1876 as for that ;
they belonged properly to the school year ending June 30, 1877.)

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

A State superintendent of puhlio instrui^tion is chosen by the people every fourth
for all the duties connected with a general supervision and annual report of the p
Bchools.

KENTUCKY. 75

A State hoard of edttooHoitf in wbicli the attorney general, secretary of state, and two
professional teachers selected by the other members of the boaixl are associated with
the superintendent, aids him in establishing rules and regulations for the schools, rec-
ommending text books, and hearing appeals from the action of county coumiissioncrs.

A State hoard of examiners for testing the qualifications of such teachers as desire
State certificates, good in any county for five years, is formed by uniting with the
State superintendent two professional teachei-s selected by him.

LOCAL.

A counttf commiiHoner of common schooU is chosen for each county by the county conrt
of claims every second year, and performs the ordinary duties of a superintendent of
poblic schools.^

A county hoard of examiners, for examining and licensing those who wish to teach
in the public schools of the county, is formed in each of these divisions of the State by
the county commissioner associating with himself two parsons chosen by him. Cer-
tificates issued by this board are g(wd within the county for two or four years, accord-
ing to grade. The board may also select, from the list of text books put fortli by the
State board of education, a uniform series for the county, which shall not be changed
for two years.

A school trustee for each district is chosen annually by the ])eople, to engage teachers,
provide the needful school buildings, and care for and make annual report of schools ;
the boards are hereafter to consist of 3 members, one going out each year, to admit of
new election. For colored school districts 3 trustees are api>ointed by the county com-
iniasioner.

ELEMENTABY INSTRUCTION.

GEXERAL COXDITIOX.

Notwithstanding decrease in the distributable school ftind, a consequent decrease in
the 8tat« allowance for each child, and considerable complaint of comparatively slight
results from the State system. Superintendent Henderson thinks that on the whole
there is an increasing interest in common schools. Exclusive of 15 cities and towns in
Trhich the schools are well graded and about 500 teachers are employed, schools were
taught in 1876-*77 in all but 36 of the 5,836 school districts for white children in the
State, and in 532 of the 620 districts for colored children. In the districts in which no
schools were held, the failure to have them is attributed to epidemics, tire, or want of
a suitable and comfortable place. Of the 700 private schools, too, with their twenty-
five to thirty-five thousand pui>ils, many are said to have been in part public schools,
the common school of the district being taught in connection with the private one,
ou consideration of a certain State allowance for each public pupil, or the latter being
an extension of the former, as a pay school, after the free school session has expired.
At least eight-ninths of the children under instruction in the State, Dr. Henderson holds,
are heing taught through the agency of common schools; and he conceives that the
nsnlts achieved are far beyond vmat could bo reached with the same expenditure under
any other than a public system. By a comparison of Kentucky with many other States, •
he shows that the want of still larger and more satisfactory results is to be attributed
not to a lack of sufiQcient State aid for the schools, but to the absence of voluntary
local taxation, supplementary to the State allowance. On this point he says decidedly :
"The school system of Kentucky can only be made the equal of that of other States
^hoae success we admire and covet for ourselves, by doing as they have done, namely,
cease to rely solely ux)on an insufficient and variable State bonus, and by district taxa-
tion raise the necessary funds to lengthen the term and improve the character of the
district schooL''— (State report for l«7fr-'77.)

SCHOOLS FOR COLORED CHILDREX.

There were 532 schools for colored children taught during the year. Though the aid
giyen the^ie schools by the State is comparatively small, the colored people have by
private subscriptions supplemented the public bonus and in many instances had good
Khoolfl. In some localities the farmers, recognizing the value of schools for the colored
people, as contributing to the permanency of their labor, have aided in sustaining such
schools. That antagonism which at first threatened to overthrow the system or im-
pair its usefulness is rapidly yielding to more enlightened views and to the judicious
wuMel of prudent, intelligent men of the colored race. In several counties institutes
are being organized composed of colored teachers, and colored citizens of the better
class are accepting the office of trustee.

There are color^ school districts reported in all but 8 counties, aggregating 620 dis-
^cts. In aU but 88 of these districts schools were taught, and in those which had no
ichoola the colored population is sparse and scattered. These results are certainly

^ addition to the oomralsftionor for tbo county of Jefferson, there is one lor the oity of Louisville,
<iMted hifloniaUy by the city eoonoiL

REPORT OF THE COMMISSIONER OF EDUCATION.

remarkable for a gtystem that has had strong prejudices to contend against and h
not more than three years "in practical oxHjration. — (State rejwrt, loT^-TT.)

GRADED SCHOOLS.

The graded schools in the 15 cities and towns where they have been establis]
said by Dr. Henderson to be the pride of the citizens and to have so demon
their educational efficiency as to awaken no regret except that they were n<
earlier. He wishes every town of GOO inhabitants to endeavor to establish an<
tain one, and proposes to draft a supplementary article to chapter 18 of the law
the provisions of which any town may estabhsh a system of graded schools "^
further special legislation. To aid still further in this good work, he publishef
appendix to his report abundant suggestions as to the proper grading of such scl
(State report for 1876-77.)

KINDERGiLRTEX.

A Kindergarten of the German and English Academy, Louisville, rex>ort« 1 coi
with 25 to 30 children, 4 to 7 years of age. trained in the occupations and "^
apparatus of FrobeFs system, "with excellent results." Another, forming a
meut of Mrs. W. B. NohVs school, in the same city, reports a conductor who is
uate of Mrs. Kraus-Ba?lte*8 training class in New York City, a teacher of dancii
24 pupils, 3 to 8 yeai"8 of age. In the former the children are under training
daily ; in the latter, 3 hours. The latter, besides the usual Frobel occupation
oral lessons in German, has dancing and light gymnastic exercises, and speaks
effects of the training as "decidedly beneficial," fostering habits of obedience, p
ness, neatness, and patience, cultivating the taste, bringing out latent in^

genius, and imparting grace of motion, polish of manner, and improved physic
ition. A third school, which was held in connection with the Female Semi
Georgetown, is reported by the principal to be discontinued for want of proper
elation by the parents of the merits of the system, though he himself was de
with it and believed it a method of instruction for primary classes whicl
eventually supersede all others.

CITY SCHOOL SYSTEMS.

OFFICERS.

Boards of trustees, differing in number and in term of office in different
appear to be the ordinary school officei*s for the cities of the State, no gene
prescribing the number or the term. City superintendents servo as executive
of the boards in the chief cities. In Louisville, besides the board of trustee
posed of two members from each ward, there is a board of examiners, comp
the city superintendent and 6 or more professional teachers, chosen by the con
on examination and course of study, to examine applicants for the position of 1
in the public schools.

STATISTICS.

Cities.

PopnlatJon.

Children cf
school age.

Enrolment.

Avenge
attendance.

Teachers.

Expen

Covinston

35,0C0

15,000

al-A OOO

18,500

9.800

5,980

45,000

0,500

3,500

1.788

17,533

2,674

%i90

1,545

11,951

1,969

6284

Lexington

liOuisTiUe ■

Newport

a Statistics of Lontftyllle are for 1876, none for 1877 having been received.
b Besides 4 music teachers and 37 teachers of German.

ADDITIONAL PARTICULARS.

Grades in the city schools, — State Superintendent Henderson, in his Kentucky
Lawyer, published 1877, says, p. 259: "We have now graded schools in every
the Commonwealth, with the exception of Bowling Green, and efforts are bein)
there to establish one."

Covington, — A return from Superintendent Best gives 35 as the number of p
school rooms; grammar school rooms, 24; high school rooms, 5; sittings in all,
number of days schools were taught, 200 ; valuation of all school property, $196

Lexington, — '* The educational system here includes colored as well as whit« ch
and is purely elementary as to both, except that in the most advanced deporti
each school some studies are attended to which form part of the course ii
schools." — (Lettet from Superintendent Harrison.) The number of colored cl
enrolled was 768; average daily attendance of these, CGI; teachers for the

KENTUCKY. 77

school buildings for both white and colored, 9 ; school rooms, 31 ; value of school

buildings belonging to the free school system, $40,000. — (Return.)
Louisville, — There are in this city 8 grades below the high schools, the course in

Trhich is 4 years, and the enrolment in 1^75-^76, of both sexes, 6C0. For the prepara-
tion of teachers, there is a training school in which young women rexjeive special in-
stniction as to methods and disciphne, and are then appointed to positions as openings
occur. Five of the city schools are for colored children, and in the year covered by
the report 3 night schools were maintained, enrolling ^66 pupils, with an average
attendance of 443 additional to the numbers given in the table. These night schools
were open from the third Monday in Octol)er to the last Friday in February. Tbey
have been for bovs and young men. Others for girls and young women are proposed. —
(Report for 187i>^76.)

Newport. — The enrolment is the same as that reported for 1875-76, but the average
attendance is 80 less. Schools were in session 10 mouths. In 1876 the high school
▼as nominally abolished by the board and one class substituted for it called the higher
intermediate. Two grades were taught, however, with the assistance of the super-
intendent, corresponmng to the first and second yeargrades of the former high school,
with an enrolment of 48 and average attendance of 37 pupils. — (Report.)

TRAINING OF TEACHERS.

NORMAL SCHOOLS.

That better teachers are desirable and that normal schools arc the great agents to
snpply them, Dr. Henderson says, no one at all acqnainteil with the facts will deny.
Kor can it be denied that all the States having a well develoi)ed system of common
schools have supplied such schools as necessary adjuncts to that system. The testi-
mony as to their utility, too, he holds, is unifonn. Having addressed inquiries on this
Bubject to a number of representative educators, he received from all substantially the
same reply, namely: "They are invaluable auxiliaries to our system;" "they have
improved the qualifications of our teachers 60 per cent.;" "the normal graduates
are always preferred ; " " the normal graduates raise the aspirations of the teachers
and induce them to study and pursue the approved methods of the new education ; "
"by teaching in the institutes they multiidy themselves through inducing others to
idopt their methods; " " they have proven a grand power in grading and Uiscix)lining
ooTHchools;" "they have elevated, in the public sentiment, the esteem in which
teaching is held ; " " by all means secure them for your State at the earliest possible
moment ; " ** once tested you will wonder that you have done without them so long ; "
"nothing yields so large a dividend on the cost."

As a means of securing such valuable aids to the State system with very little extra
cost, Dr. Henderaon suggests the addition of two normal professors to the present staff
of the Agricultural and Mechanical College, utilizing the other professors for such
branches as would fill out a good normal course. This plan would yield the full means
of instruction at a cost of only about $5,000 annually beyond what is now incurred.
Then, to secure normal stvdeuts, he would have 200 young men selected by the county
conrts of claims and sustained at the college out of the interest of the surplus school
moneys, which, now amounting to $339,000, have been bonded by the State and yield
for distribution nearly $20,000. This sum, apijortioned to the counties in proportion
to school population, gives, in most cases, less than two cents a child, an amount so
little appreciable in results that Dr. Henderson thinks there would be a real gain in
appropriating the whole surplus bond revenue, with the consent of the several couu-
ties, to the proposed training of 2'')0 better teachers annually for the schools. If the
plan thus outlined should be carried out, it wouhl give the State a nonnal school, in
connection with its own existing college, at an expense of only $5,000 annually, to
begin with, additional to the present cost of schools — a small sum for a large State
and as a means to a great benefit.

Other plans for securing normal instruction, less practicable and more expensive,
bave l)een suggested : (1) that the State establish a normal professorship in each of
the colleges within it and in several of the female seminaincs; (2) that a faculty of
i^onnal professors should be organized, who should constitute a peripatetic school,
travelling from one section to another and holding at each point a session of two to
four months; (3) that several schools for training teachers, with a grand central
normal imiversity, should be established.

Pending the discussion of these plans for State normal school training, the depend-
ence for special preparation of teachei*s has to be on the normal de])artments of Berea
College and Columbus College ; the Kentucky Normal School of Messrs. Vance and
Cami>bell, at Carlisle ;* the Glasgow Training School, under A. W. Mell, at Glasgow ;

'Gradnates of the normal coarsen in this scliool bave, b}* tbo charter, a rij^ht to tench in the common
Mnwit of the 8tAte for five years without examination by either the State or oonnty buarUs.— (Circulai
wiHshool, 1S77.)

78 REPORT OP THE COMMISSIONER OP EDUCATION.

tTie Normal School at Morgantown, tinder W. J. Finley ; and the Loniaville Tniinin
School, connected with the school system of that city. For statistics, see Table III i
the appendix, and a sunmiary of it in the Coumiissi oner's Report preceding. — (Stat
report for 1876-'77 and returns of normal schools to Bureau of Education.)

TEACHERS* IX8TITCTE8.

Institutes for fuller instruction of teachers were held during 1877 in nearly ever
county, and were largely attended. The reports respecting them made to the supej
int^ndent were uniform in attestation of their value. The State regards these iusti
tutes of such importance as to require the attendance of teachers, x^rescribing th
penalty of forfeiture of certificate when there is wilful absence. — (Report of 8Ui)eriii
tendont, 1876-77.)

EDUCATIONAL JOURNAL.

A great aid to the fuller preparation of teachers for their work is now afforded by
useful educational journal established in 1876 and still continued. This is the Eclecti
Teacher, published monthly at Carlisle, and containing, besides much matter fur th
teachers, the official decisions of the State superintendent, with intelligence from coi
respondents in a considerable number of the Southern States. In this last respec
especially it supplies a need that has been long and deeply felt.

SECONDARY INSTRUCTION.

PUBLIC HIGH SCHOOLS.

The report of Superintendent Henderson for 1876-77 contains no definite inform^)
tion as to this class of schools, and the returns from the few cities reporting add littl
to our knowledge either of the number of them or the pupils in them ; there are
teachers, with 46 pupils, at Cynthiana; apparently 3, witn 175 pupils, at Covington
1, with 48 pupils, at T^ewport; and 20, with 660 pupils, at Louisville. The figures fo
Louisville are for 1876, and the high school there is spoken of in exalted terms of codj
mendation by the committee on examinations.

OTHER SECONDARY SCHOOLS.

For statistics of business colleges, private academic schools, and preparatory depart
ments of colleges, see Tables IV, VI, VII, and IX of the appendix, and the summarie
of these in the Commissioner's Report preceding.

SUPERIOR INSTRUCTION.

COLLEGES.

The colleges reiwrting for 1877 number 10. Four of these admit both sexes.

For statistics under this head, see Table IX of the appendix, and a summary of thi
in the Report of the Commissioner preceding.

The State University, with buildings valued at $250,000 and productive funds yieM
ing an income of 1^25,000 annually, comprises the Agricultural and Mechanical CoUeg
ofKentucky ; there are also colleges of ai'ts, of law^, of medicine, of the Bible, and
commercial college. In all departments, the faculty numbered 24, the studenta 301.

No information has been received for 1877 fii-om Warren College, Murray Institute
and Central and Kentucky Wesleyan Universities.

The departments and courses of instruction in those which send catalogues remaa
the same as reported in 1876.

COLLEGES FOR WOMEN.

For full statistics of these institutions, see Table VIII of the appendix, and a boie
mary of this in the Report of the Commissioner preceding. •

SCIENTIFIC AND PROFESSIONAL INSTRUCTION.

[For statistics nndor this bead, see Tnldes X-XITT of the sppendix, and sammaries of them in tli

ileport of the Commiaaioner preceding.)

SCIENTIFIC.

•

The Affricultural and Mechanical College of Kenfuchify a department of the Stat
nniversity, has a 4 years' course of instruction, embracing 9 separate schools, namely
English language and literature, mental and moral philosophy, mathematics, chen
istry and physics, natural histoiy, civil history, modem languages, civil engineerin
and*^ mining, and military tactics. All students are required to spend a portion of thei
time in active labor, cither in the agricultural or horticultural department, and they ai
left fi'ee to elect either compensated or uncompensated labor. Those who desire t

KENTUCKY. 79

defiray a iwrtion of their oxx>en8C8 are reqnircMl to labor fVom fonr to five honre oaeh
day, 8ix dayn in the week, upon the farm. Each IcgiMlative district in the State is
eufitletl to send to this collej^e, free of charge for tuition, three properly prepanxl
students. Such students are also entitled to receive, free of charjj^, instiniction in
the college of arts of the university and in the department of biblical instruction.
There were 110 students in 1877 in the agricultural college, taught by 8 instructors. —
(I'mveraity catalogue, 1877.)

THEOLOGICAL.

The Theolarfioal Seminnry of the Prenbyierian Churchy at Danville, provides a 3 years'
course of strictly professional study, and requires for admission that the applicant be
a graduate of a college or that he stand an examination on the ordinary college course.
Its number of students in 1877 was 15, of whom 12 had received degrees in letters or
science. — (Return and catalogue. )

The Southern BaptUt Tfieological Scmuutr^f at Louisville, has a coarse of instruction
which comprises 8 distinct and indepen<le'nt schools, and is complete<l in 3 or 4 years,
acconling to circumstances. Tlie studies of each school (except Hebrew and Cireek)
are tinishcd in a year; the classes of the various departments meet at such hours as
not to conflict ; and thus a student may enter for a single session and take up and com-
plete such subjects as he selects. Number of matricuhkted students, 88. — (Catalogue,
1877.)

Tlie course of theological instruction at (rc&rffetmfm College has been so arranged that
itcau be ]iurHue<l conciu'rently with studies in the college, but neither its extent nor
the unmlx-r of students engage<l in it is given in the catalogue for 1877.

The College of the Bible, in the Kentucky State University, had an attendance in
1877 of 51 students. The course of instruction covers a period of 2 years. — (Cata-
logue.)

LEGAL.

The Law Department of the State Unirereity provides a 2 years* course of study which
isdesijpied to be complete and thorough, except in merely local law and practice.
TlicTO is no note of any preliminary examination or rt?quii'ement for admission. A
diploma^ however, Is granted only after a rigid written examination; it is a license
to practise law in the courts of Kentucky. Tliero were 19 students in 1877. — (Univer-
sity catalogue, 1877.)

MEDICAL.

The Medical College of Kentucky Univermty has been reorganized during the last year,
and claims to otter inducements equal to those of any other medical college in the
i>tate. Attendance upon three courses of lectures, each of 8 months, is requisite for
gRMlnation.

The HoepUal College of Medidne, which is the medical deportment of Central Uni-
yewity, provides, in a<ldition to the didactic course, abundant facilities for clinical
iofitnietion. For graduation, a 3 years* course of study of medicine under a regular
jiractitioner is required, including two full courses of lectures; the latter course must
have been in this institution. The student must also have dissected at least one
session in this or some other medical school, mtist have followed the practice of a
honpital, and must have passe<l satisfactorily severe didactic and clinical examinations.
There were 87 matriculates during the session of 1876-^, and at the beginning of the
following session there were 75. — (Annual announcement and return, 1877.)

Tlie LoHimnlle College of Pharmacy has a course of instruction which includes chem-
istry, botany, materia modica, and pharmacy. The annual course of lectures begins
in October and closes in March. Attendance upon 2 courses, with at least 4 years* ap-
prenticeship in the drug business, is required for graduation. Number of students,
19.— (fietuni and seventh annual announcement.)

SPECIAL INSTRUCTION.

KEJOUCKY IN8TITUTI0X FOR THE DEAF AND DUMB.

"Hiis is at Danville, and has been in operation since 1824. It is a school for the
fining of the senses and the improvement of the mind. As in the case of the blind,
fvery d^af-mute in the State of sound mind and body may receive all the benetits of
this institution gratuitously for seven years. The studies pursued are reading, writ-
^^y arithmetic, grammar, gco^aphy, history, natural history, physiology, the Bible,
yjoraU, and manners. Tnere is no return of statistics for the year. — (State report,
l«<6-'77.)

KENTUCKY INSTITUTION FOR THE BLIND.

Th^ place for training the unfortunate is in the neighborhood of Louisville. The
cou^ of ingtruction embraces everything taught in the common schools, with special
tuition in music and various trades. Every cliild in the State whose eyesight is too
<M9feetiyo for education in the common schools may obtain instruction free, and, in

80 REPORT OF THE COMMISSIONER OF EDUCATION.

case of (lestitntion, may be clotlied as well ns taught and fed for seven years. The
hoys are taught, m connection with their other studies, to make brooms and mat-
tresses, to do upholstering, and to cane chairs. The girls are taught to knit, to sew
by hand and with machines, and to do various kinds of fancy work. Students in the
last 3'ear, 95; teachers, including princii)al, 20. — (State rcijort, 1876-77, and special
return.)

KKXrrCKY INSTITUTION FOR THE FKEBLE-MINDED.

The school is situated near Frankfort. Its object is not to furnish an asylum for
unimprovable idiots, but a State school for improvement of feeble-minded children.
The fullest term of residence is 10 years. As mental imbecility is often a firuit of
jihysical weakness, special attention is paid to gymnastic exercises, and every muscle
of the body is daily brought into play by calisthenic movements timed to music.
In several instances, thi*(mgh improvement of the iKxlily health, this has resulted in
great mental benelit, while the general school training is said to show results propor-
tionately equal to those realized hi public schools. Pupils in 187(>-'77, 127 ; teacbera,
4, with 18 other emx)loy<Ss. — (State report for 1875-77, and special return.)

LOUISVILLE HOUSE OF KEFUGE.

This institution gave reformatory, industrial, and literary training diuring 1877 to a
total of ii22 children, of whom 25 were colored, a department for such having been
opened in September of that year. Besides the elements of an English education the
inmates are taught laundry work, sewing, shoimiaking, cane seating, and basket
weaving, those M-ith musical ability being also taught music and exercised as a
band.— (Report for 187t>-'77.)

EDUCATIONAL CONVENTIONS.

STATE TEACHERS' ASSOCIATION.

The annual meeting of this association was hold in Louisville, August 13, 1877.
Owing to the fact that the National Educational Association was to meet the following
day, no jirogramme had been prepared, and the session was principally devote<l to
business. This accomplished. Superintendent Henderson, president of the State asso-
ciation, spoke at length on the subject of a school tax, arguing for voluntary local
taxation m school districts to supplement the State apportionment and secure kuijjer
teiins and better teachers. He said he had obtained the passage of a law pemiit^.nig
this and giving every town that desires to improve the ciiaracter or extend the time
of the pul>lic schools a right to vote a tax of 30 cents on the $100 and every country
district a tax of 25 cents. Tliis, he said, is the only waj' in which a goo<l public school
system can be built up, and not till the notion is eradicated that the public bonus must
I)ay all the costs of the schools, without such local aid, can the system of the State
reach the perfection and elfectiveness to be desired. By invitation, Superintendent
Wickershain, of Pennsylvania, gave a sketch of the system of common school educa-
tion in that State. He especially commended townsliip organization, and reenforced
the ideas of Dr. Henderstm respecting direct local taxation for support of schools ; he
said he did not de«ire a large State bonus, thinkkig it an evil I'ather than a gowl ; and
he wanted from the State little more than an organization, officers, laws, blanks, and
normal schools, preferring to depend mainly on the i>eople of a district for Rupplyiug
further nee<ls. President W. F. Phelps, of tlie Whitewater Normal School, Wisconsin,
was then introduced. Ho cxplaine<l the Wisconsin system of improving teachers by
normal school and institute instruction, and conmieuded this as the surest and most
direct way of bettering the common schools through the improvement of those who
have them in charge. The session, though a brief one, was tlius mmlo useful, and it
is hoped that it may bwir good fruit. — (State report for 1876-77 and Eduoational
W^eekly, August 23, 1877.)

DISTRICT ASSOCIATIONS.

During the year 187&-*77, five district associations of teachers were formed, each
district embracing several counties, the objects being the discussion of edticational
themes, with a view to individual and mutual improvement and a more iurimate
acquaintance with each other on the part of persons lalwring in neighboring iietds.
The five associations formed are termed *'The Central Kentucky," "The MetrojK)H-
tan," "The Green Kiver," "The Southwestern Kentucky," and " The Northwestern."
It is proposed to establish at least two others, embracing the counties not included
in the foregoing list. — (State report, 1876-77.) .

STATE ASSOaATIOX OF COLORED TEACHERS.

A convention of representative colored t«achei*s and trustees was held in Frankfort,
August 22, 1877, in response to a circular call issued by Superintendent Henderson.
A permanent association was organized under the law, a constitution and by-laws

KENTUCKY.

adopted^ and officers elected. Dr. Henderson, in opening the conyention, said that he
had issued the call to organize an educational association which should be perfectly
free irom all sectarian and political influences, and whose aims should be to sexriu'e an
improvement of the teachers by union of ettbrt, to ascertain the real wants of the col-
ormI race, and to lay before the legislature the necessities and desires of colored citi-
zens. The meeting was subsequently addi'cssed by J. M. Maxwell, of Louisville, and
others, on the importance of unity, mutual sympathy, and cooperation in eflorts to
secure the education of the colored children, as well as on the encouragement to such
efforts from the friendly feeling of many white people on this subject.

Before adjournment^ a resolution was adopted for the organization of county teach-
ers' associations auxiliary to this, and a circular was subsequently issued bv Dr. Hen-
derson directing county commissioners to form both county associations and institutes
wherever ten teachers of colored schools could be assembled with the trustees of such
ochools.

The next meeting of the association was appointed to be held in Danville, August 7,
1878, succeeding annual meetings to be always held on the first Wednesday of August
in each year. — (Beport of State superintendent, ld7&^77, and special pamphlet report.)

OBITUARY RECORD.

PROFESSOR NATHAN L. RICE, D. D.

hitelligence, though with few particulars, has reached the Bureau that this reverend
gentleman, widely known as pastor of important churches in some of our chief cities,
and author of several considerable works, died in June, 1877, in Kentucky, which was
hw native State, and in which ho had fille<l for several of his later years the position
of Laird professor of theology at the Danville Theological Seminary.

CHIEF STATE SCHOOL OFFICERS.

Hon. HowABO A. H. H£XDIB80K, SUUb mperintenderU o/pubUc inttruetion^ Franitfort

[Second term, 1875-1879.]

STATE BOARD OF BDUCATION.

HnL Howard A. M. Henderson. State iinperintendent, ex officio president

HoD.J.Su>ddArd Johnston, secretary of state

Bon Tbotuas £. Moss, attomev gODeral

^- XL Bartholomew, school prlDcipal

Hobert D. A lien, snperintendeut of Kentaoky Military Institnte

Edvard C. Went, aecretary

Frankfort.
Frankfort.
Frankfort.
LonisvUle.
Farmdale.
Frankfort

BTATB BOARD OF EXAMUntRS.

Hoo.Howrrd A. M. Henderson. State superintendent....
^^Rrowdsr. saperintendent of Fmnkfort City schools
'W.Dodd, principal of Kentucky Eclectic Institute

Frankfort.
Frankfort,
Frankfort

KEPORT OF THE COMMISSIONER OP EDUCATION.

LOmSIAlVA.

STATISTICAL SUMMARY.

POPULATION AND ATTENDANCE.

Youth of school age (6-21)

Enrolled iu public scliools

Average attendance in such schools
Pupils in private schools

SCHOOLS.

Public schools repoited

Public school-houses

Average time of school in days ......

Valuation of public school property .
Private schools; elementary, 246; sec-
ondary, 60.

TEACHERS.

Teachers in public schools

Average monthly pay of men . . . .
Average monthly jiay of women,
Teachers in private schools

INCOME AND EXPENDITURE.

Whole receipts for public schools...
Whole expenditure for such schools.

1875-76.

274,688
74,307
52, 315

97
$803,062

1,615

»^1
31

f776,009
c776, 009

1876-77.

a266,033

85,000

J54,390

20,693

1,044

323

135

$736, 575

306

1,507

$45

638

$467,368
d369,829

Increase.

DecD

10,693
2,075

$14
4

$6(

$306
40C

a Whites outside of New Orleans, 88,567 ; colored outside of New Orleans, ira,548. Mr. Losb
zviii of his report, protests against this enumeration as imperfect or unfair in presenting a popni
of school age smaller than in 1874.

6 Whites, including New Orleans, 31,911; colored, Sl,849; estimated enrolment in pariahei
reporting, 1.330.

c This includes salaries of secretaries, p<Hiers. and portresses in the New Orleans City school sy
payment of previous indebtedness of parish school boards, and $82,931 of funds in the hands of i
school board treasurers; this lost included to make a balance.

dXhis includes payment of $23,691 of claims under previous boards.

(From return of Hon. William G. Brown, then State superintendent, for 1875
and report and return of Hon. Robert M. Lusher, State superintendent of public ed
tion, for 1877.)

OFFICERS OF THE STATE SCHOOL SYSTEM.

GENERAL.

For supervision of the State school system, there is a State 9uperintendent of p
education f elected by the people every 4 years, with the duty of general visitation
annual report.

For control of all free public schools established and maintained by the State, t
is a State board of educationf composed of the governor, lieutenant (governor, secre
of state, attorney general, State superintendent of public education, and 2 citi
appointed by the governor for a term of 4 years.

LOCAL.

For care of all public school interests in the several parishes — divisions of the S
which answer to counties elsewhere — there are parish hoards of ^rectors y of 5 to 9 n
hers, appointed from the citizens of the parish by the State board of education, ex^
in tne parish of Orleans, where only 8 members of a boajrd of 20 are so appoin
Their term of service is 4 years. They fix the bounds o£^ school districts, appor

LOUISIANA. 83

fhnds to these according to the Bcliool population, examine and license teachers, and
v'lsii and annually report upon the schools.

The parish boards may, at their discretion, appoint aiuciliarif risiiitig tnisiees for each
wanl or school district in their respective parishes, requiring such trustees to make
quarterly rei>ort6 to them of the condition, prospects, and needs of the schools put
under their care. — (School law of 1877.)

ELEMENTARY INSTRUCTION.

THE REORGANIZATION OF THE SCHOOL SYSTEM.

1^0 year 1877 was one of reorganization of the public school system of the State,
rather than of marked success in achieving educational results. A good foundation
for such results appears, however, to bo laid. The following is the system outlined in
the published rules of the new State board of education :

1. The public schools of the State are to be designated as elementary, academic, and
aormal schools.

2. The elementary schools in cities and towns are to contain six or more grades, des-
ignated ordinarily as hrst, second, and third primary- aud lirst, second, and third
grammar departments. In sparsely settled districts liberty is given to unite the pri-
mary and grannuar grades.

3.' In the primary departments are to be taught spelling (oral and written), the rudi-
ments of reading, writing^ geography, arithmetic, aud familiar science. In the gram-
mar departments instruction is to be given in the detinitiou and derivation of words,
dictation, reading, writing, arithmetic, ji^rammar, geography, the historj' of the United
States, elocution, composition, declamation, the elements of the natural sciences, and,
where practicable, vocal music and drawing are to be mUUnl.

4. The academic schools are to be for the continued histruction of such youths over
14 years of age as are competent to pursue those branches which, in optional courses
suited to their known aptitudes, wiU lit them for business pursuits or for admission to
the normal schools or to the agricultural and mechanical college or State university
of Louisiana.

5. The normal schools are to be for the general improvement of youn/^ teachers who
desire promotion in the primary or grammar grades, and for the professional training
of snch graduates of academic schools as desire to become teachei*s.

6. The scholastic year is to commence on the lirst Mondaj^ in' January ; and in every
Bchool district there are to be kept, for at least 24 weeks in each year, at such times
as tlie local board may deem most appropriate, a sufficient niunber of schools for che
instruction of all the children who may legally attend public schools therein.

It Is further ruled that in all the schools a public examination shall take place at
least once in each ye